Professor Hilda Israel says that the Faculty of Education, based on the Siyabuswa campus, is committed to producing competent, principled teacher graduates who make an impact in the schools where they choose to lead by serving.

"They are sent out with the purpose of improving our African society through their knowledge of reflective teaching practice, and the need for social justice. They shape the classroom. They define our greatest resource – the children of South Africa."

To teach is to lead. The Faculty of Education therefore educates teachers to lead in an African society, in African languages.

Professor Israel emphasises that in an education situation, the student always comes first. The Faculty lecturers are therefore focused on the students, striving to inspire them to identify with their great calling – to be a Teacher! Content taught is informed by relevance to society today, aligning South Africa’s past with a developing democracy embedded in an ongoing technological revolution, amid a COVID-19 pandemic context.

"Our future teachers engage with the local schools and community so that the theory taught is practised in the classroom. Moreover, students are challenged to know themselves; to develop critical thinking skills; to take responsibility for their words and actions, and to remain lifelong learners," she says.

The education programme offered has a strong focus on African languages, but the Faculty also ensures the inclusion of a variety of African cultures and their heritage. 

"In subjects such as Culture and the Natural Environment, which is taught by Dr Eurika Jansen van Vuuren, the content focuses on the contextual environment. We strive to teach our students about indigenous plants, birds and animals, and cultural practices such as praise singing, and the wealth of African Arts in general. As a main assignment, every student develops their own African Arts Philosophy, with the ‘Ngoma’ principle as a point of departure, she continues.

“We make sure that students understand and appreciate the use of cultural games and toys, like the traditional wire car to optimally develop fundamental movement skills. We develop students to be proudly African before moving onto global concepts." 

Professor Israel added that the focus of the Faculty of Education has been the implementation of the Research Development Framework (RDF) in the era of the pandemic. In 2020, the Faculty appointed a Professor of Education: Professor Sechaba Mahlomaholo, who has introduced research slots for staff, webinars, conference attendance, and publications. Over 30 MEd students are registered in the Faculty. They are all invited to participate on a weekly basis – sharing their evolving work in a cohort under the leadership of a supervisory team of seven UMP academics, who provide consistent support. 

“Every Friday, for the past nine months, the activities of the RDF have been implemented through webinars, with the participation of our Faculty academics, and 11 other universities in South Africa, as well as universities in the Caribbean, Europe, America, the United Kingdom and Africa. The presenters of the webinars are carefully chosen, based on the extent to which their research role models the valued NQF Level 10 competencies,” says Professor Israel.

The purpose of these webinars is to enable participating academics to deepen the cultivation of their own research capacities. Among these presenters have been A and B NRF-rated education researchers, such as Prof Crain Soudien and Prof Aslam Fataar. Presenters are sourced from Research Intensive, Traditional, Comprehensive and Universities of Technology.

“We have also been joined by Vice-Chancellors of Universities, such as Prof Sakhele Buhlungu from Fort Hare, UMP Deputy Vice-Chancellors: Teaching and Learning, UMP's Prof Shirley Sommers and Prof Pearl Sithole from the UFS, and Deans of Faculties."

Staff and student development

The Faculty, through the university, assists staff members to reach their full potential by arranging frequent development programmes and workshops in Teaching and Learning, Engagement and Research. Several staff members are studying at other Higher Education Institutions to improve their academic development and to benefit their students and colleagues.

“There are many research articles in progress – focus is on current issues such as decolonisation, renewal of the curricula to grow with new ideas, novel assessment that is constructively aligned with the curricula, African research methodologies and African philosophy," she adds.

The Faculty places emphasis on multilingualism and mother-tongue education, and plans are in place for expansion through more academic programmes, as well as on Professional Development for local teachers.

Professor Israel continued that research based teaching and learning is already being applied, with Faculty members committing to excellence in the way they serve their students. Mother tongue education is essential for the holistic development of children. In our Faculty, pride is instilled in cultural heritage and students are prepared to add to the growth of their own mother tongue when they go out to teach. Significantly, our student teachers go out to 15 schools within Siyabuswa.

"Innovation in teaching and learning methodologies has been evident in the 2021 Guest Lecture Series – where students attend presentations by selected professional leaders. The focus here is on instilling in students the Graduate Attributes of the UMP. In addition, students have been exposed to international and national collaborative learning through the African Story Book Project," she says.

Professor Israel had her Siyabuswa students to partner with their equivalents at the University of Nairobi, Kenya and the University of KwaZulu-Natal. Their stories are ultimately aimed to be published online and to be used as teaching tools for the development of African Languages.

Leading by example

An astute leader, Professor Israel was recently appointed as Chair of the Institutional Forum, which functions to advise the Council on matters affecting the University. Some of these matters may be the implementation of the Act and National Policy on Higher Education, the formulation of race and gender equity policies and the suitability for appointment of candidates for executive management positions.

She adds that these functions also incorporate Codes of Conduct. “The Forum looks into matters of mediation and dispute resolution procedures, the formulation of policy for fostering an institutional culture characterised by tolerance for diversity of opinion, respect for fundamental human rights and the promotion and protection of high academic standards.”

Besides being a Fulbright Scholar, and HERS-USA and HERS-SA graduate, some of her credentials include delivering research papers at national and international conferences on Teaching Methodologies, Multilingualism, Africanisation of the Curriculum, Sociolinguistics, Educational Assessment, Translation & Interpreting as Educational Tools, and Cross-Disciplinary Studies.

She has successfully managed international projects on Applied Language Studies, including the training of translators in African Languages. Most recently, she has researched and compiled manuals on Educational Leadership and Management for South African educators enrolling for Post-Graduate Programmes.

Professor Israel also strives to deliver teaching content that is relevant for society today, addressing topics such as social justice, inequality, HIV/Aids, unemployment, global warming, ethics, gender studies and the impact of technology on the community.

@ Story by Cleopatra Makhaga. Pictures Supplied.

Director of Hotel and Catering Services at Tfokomala, Tenson Nkosana says UMP has successfully brought on board experienced staff in all the departments of the hotel.

“The quality of our staff upholds UMP’s value of Excellence as these employees will be required to train Hospitality students to perform the various functions required from an establishment such as ours. This includes hotel management, running a conference centre and a wellness centre, as well as the required catering on both campuses," says Nkosana, adding that the hotel is a testimony to UMP’s drive and motto of Creating Opportunities.

“The hotel has created employment opportunities not only for qualifying candidates but also locals. It also aims to offer Work Integrated Learning (WIL) opportunities to students from local TVET colleges offering hospitality, which furthers the university’s value of Collaboration.

Hospitality and Tourism students will be privileged to use Tfokomala Hotel for learning as a launch pad for their dreams. The foundations given to them will see them rise to become leaders in hotels, hospitality businesses and the tourism industry, not only in South Africa but also in the continent and around the world,” says Nkosana.”

Situated inside UMP's Mbombela campus, Tfokomala Hotel and Conference Centre forms part of the gateway to the famous Kruger National Park, the Sudwala Caves, the Panorama Route and many other local attractions and places of interest in the Lowveld.

“The common challenge with most hotels currently, which was the case with us too, is low occupancy. Continuous lockdowns and the ‘new normal’ of online meetings have affected the business substantially. The bulk of our clientele are business travellers,” he explains.

Hotel with a purpose

The elegant hotel and conference centre, which is run on a commercial basis, has the underpinning concept of aiding hospitality students to acquire practical experience through comprehensive operational skills development when they come for their practicals and WIL at the hotel

“Envisioned as a ‘hotel with a purpose’ – as it also supports the learning and teaching of hospitality students – the University of Mpumalanga launched Tfokomala Hotel to make life easier for hospitality students. As part of the curriculum, hospitality students are expected to go for Work Integrated Learning in the first semester of the second year, and the second semester of their third year.”

Nkosana adds that Hospitality students are scheduled to rotate in all divisions of the hotel under the mentorship and coaching of qualified and professional hotel staff.

“The hotel takes in cohorts of students placed for WIL in the hotel as well as ordinary blocks of classes scheduled for practical orientation in the hotel and conference centre. In this manner, the integration of theory and practice, which is fundamental, becomes easy in the professional preparation of hospitality students. This is achieved through exposing students to the Learning by Doing principle. Students will therefore gain hands-on experience in operational roles in the restaurant, kitchen and all other hotel divisions.”

He adds that the hotel school will also aid research in hospitality and tourism. In this regard, it is envisaged that the Tfokomala Hotel will create and facilitate more in-depth research into the application of advanced concepts in the field of hotel management for the advancement of the entire industry.

“Although other universities in developed countries have teaching hotels, UMP’s approach is unique in that the hotel is a purpose-built hotel that completely integrates teaching, learning and research in a full-service environment. It stands as a stylish testament to South Africa’s creative energy and design innovation. The hotel is committed to providing interactive and dynamic learning environments as well as state-of-the-art educational facilities,” says Nkosana.

@ Story by Lisa Thabethe. Pictures ChrisplPhoto.

The Career Expo is empowering students with information they will need after graduating. It also seeks to give students an opportunity to network and get in touch with potential employers and some industry players. This year in 2021, 35 organisations took part in the career expo. Some of these included: Mpumalanga Department of Education (MPUEDu), Department of Agriculture, Rural Development, Land and Environmental Affairs (DARDLEA), Department of Labour (DoL), Department of Rural Development and Land Reforms (DRDLR), Department of Correctional Services, Mpumalanga Tourism and Parks Agency (MTPA) and Rainbow Chicken Limited (RCL) to mention just a few.

Student and graduate placement manager, Raymond Mkhwanazi, says the career expo has put both students and currently unemployed graduates in contact with potential employers and has thereby assisted them in the right direction on their career paths. The expo creates a platform through which students may seek recruitment opportunities, bursaries, and employment.

“The career expo provides the necessary platform for prospective employers to provide information on the skills and subjects needed if students want to work in their companies.  In summary, the career expo guides our students to become equipped with information they will use after graduation. We are giving them the tools that will make them employable.”

Bachelor of Arts student, Kenny Lethuxolo Nhlope, feels the career expo has assisted him with the right information. It also guided him to how which direction to take and what he should start focusing o before he graduates.

“There are a few things to do before I become employed, such as working on my resume while I am still studying, start looking for jobs that are in my career field and work to acquire the necessary skills for my career,” says Nhlope adding that job-shadow is fundamental for him right now. 

“This is the time for me to build a relationship with people that are already in the field to prepare me for employment. The spokesperson from the Department of Education mentioned quite a few career options within the department – apart from just being an educator. Now I know that there are career opportunities within this field that would be open to me if I further my studies.”

Entrepreneurship focus

In an economy where jobs are currently quite scarce, the career expo also highlighted the importance of entrepreneurship and creating opportunities rather than seeking employment.

“The career expo outlined the importance of shifting the focus to starting your own business and in so doing, creating more job opportunities for others. The creation of business plans was discussed, as well as the various avenues through which government supports small business owners and entrepreneurs.”

Master’s student, Thuso Chiloane, knows the benefits of attending the career expo. He says the expo has been very beneficial to him. Students are not only informed extensively about the job market, but also acquire the skills necessary to make job hunting more successful.

“Interview skills and professionalism. It bridges the gap between companies and organizations where students like myself wish to be employed. I urge students to take the time to visit the University of Mpumalanga YouTube page to watch the career expo and learn a thing or two about their careers and job hunting,” he says.

Chiloane further notes that many students waste time thinking there will always be more time. They should, however, make the most of every minute, and start early. It’s important to regularly update and finetune your CV, to work on self-development by attending workshops, becoming job ready and participating in entrepreneurial programmes.

“The reason I am where I am today is because I’ve been preparing myself and participation in these workshops since I was a first-year student. I always knew what I wanted to do and have continuously done everything I needed to do to pursue my dream. I have gained an incredible amount of knowledge through volunteering ad participating in various activities related to the field I am interested in. It’s really important that you start immediately, and not wait until you are in your final year.”

“Throughout your final year, and your last semester in particular, keep an eye out for entry-level roles that you’re qualified for. Tap into both your network and career centre to expand your search as they might have access to job leads that haven’t been posted yet,” advises Chiloane.

The UMP Career Expo has enjoyed great success so far and has been able to place graduates at organisations such as Rainbow Chicken Limited (RCL foods Limited), where 335 + 1 Chief Executive Officer 1998 – 2021, Perishable Product Export Board (PPECB); 60 graduates were placed from 2008 to 202; Hygro Training College 69 in 2020 to 2021; Recruit AGRI Farming with 23 graduates between 2018 and 2020; Ehlanzeni District Municipality with 15 graduates between 2018 and 2020; and Komati group placed 7 graduates in 2020.

@ Story by Cleopatra Makhaga. Picture used from university archives before COVID-19. 

The objective in the study was to examine enterprise adaptation in a nature tourism destination in South Africa that is concentrated on the market of high-end international tourism. It is revealed that adaptation to the crisis has been challenging because of the financial impacts experienced by these enterprises in the wake of minimal government support.

The case study area of Bushbuckridge has been described as a complex and sensitive environment of human settlement, commercial agriculture and nature reserves. The area is geographically distant from South Africa’s major metropolitan areas but close to Kruger National Park, one of the country’s most iconic tourist attractions for nature-based tourism. The region hosts several game reserves and nature-based tourism conservation projects. Since democratic transition in 1994, tourism has vastly increased with over 30 new safari lodges which opened in the area during the first decade of political change. The tourism sector thus became the lifeblood of the local economy.

As is the case for the tourism sector in South Africa as a whole, tourism in Bushbuckridge and its surrounds has been severely impacted by the pandemic. In interrogating tourism businesses responses to the impacts of the COVID-19 pandemic a qualitative approach was adopted with semi-structured interviews undertaken with a cross-section of 20 key private sector tourism product owners. Many businesses were contacted to participate in the study. The respondents were selected based on their availability as well as taking into consideration a cross-section of different relevant business types in the area.

Impact of COVID-19

The overall impact of the pandemic from the perspective of the Bushbuckridge cluster of respondents was overwhelmingly negative. In general, there was a clear sense of the severity of the impact of the pandemic on these businesses across the board. In the Bushbuckridge area the debilitating impact of the pandemic was exacerbated by the fact that most businesses are dominated by international tourists rather than the domestic market.

Of the 20 interviewees only two had a majority share of domestic tourists, namely a wildlife interaction centre and a tour guide/operator out of Bushbuckridge, who mostly takes local tourists to neighbouring countries. Among the remaining businesses, a significant proportion had upwards of 90% of their market share from international tourists.

Another six enterprises said international tourists accounted for more than 80% of their clients while the remaining six businesses stated that international tourists accounted for between 60% and 80% of the clientele. Respondents were probed about their perceptions of government regulations during the pandemic. All but two enterprises stated that the government had negatively impacted their businesses, while one said there were some positives albeit it was mostly negative.

One of the most significant problems mentioned by the majority of Bushbuckridge businesses, was the travel ban because of the area’s orientation towards the high-end international tourist market. Most enterprises were significantly impacted by the international travel ban as nearly all businesses are overwhelmingly reliant on the international market. The interprovincial travel bans were also critical as the majority of domestic tourists to the area come from Gauteng.

Enterprise adaptive responses

The Bushbuckridge tourism enterprise respondents were questioned about their adaptation strategies as a result of the pandemic, specifically the need to change or adjust their offerings, both in light of the pandemic and re-orienting their products towards the domestic tourism market. The primary adaptation strategy among businesses has been to reduce prices. The extent to which this was done varied based on the products offered.

Many Bushbuckridge respondents indicated that staffing has been a major issue, as they have had to cut staff or at least decrease hours of remaining staff members. Staff reductions are not only a result of the long closures during the various stages of lockdowns, but also due to the pressure to decrease prices. This was noted primarily by the lodges and up-scale game reserves. Given the price reductions, these enterprises are barely able to survive, yet alone produce profit, a situation that inevitably has caused many reductions in staff salaries or retrenchments.

A further business challenge highlighted by several of the lodges is the seasonality of the domestic tourism market. South African domestic tourism consists of sets of travellers: weekend visitors from South Africa’s economic heartland, Gauteng province, and visitors during holiday periods (most notably school holidays).

A few businesses, however, specifically noted an increase in the Black South African tourism market, one which had not been as prevalent in previous years. Potential significant opportunities were identified in particular subsectors of this market. “A big market we've noticed is single Black women travelling in groups”.

Other enterprises expressed appreciation of the domestic market due to their role in sustaining the businesses during the pandemic. Several indicated that they had not thought about marketing to domestic tourists before but would continue to do so in future. For most enterprises, however, it appears that re-orienting completely towards a South African market was financially unsustainable in the long term.

Many enterprises indicated a key adaptation response was business downsizing. The majority of respondents cited downsizing related to staffing. Several had to cut major portions of their staff, while many others have staff operating on part-time salaries.

Questions about support interventions and government assistance elicited mixed responses especially in terms of the future of these businesses, what sort of support and interventions businesses would require in order to simply to survive and also in re-orienting towards the domestic market.

There was a general consensus that the local tourism industry is being over-looked by government in terms of support.

Future business prospects and government intervention

Some businesses provided broad answers on what would be helpful forms of support, the most prominent of which related to a need for direct financial assistance. In terms of intervention from local government, the majority of responses indicated the need for breaks on rates and taxes, where applicable, and an increase in local marketing. Many respondents, however, felt that local government has little authority or capacity to do much that would actually help tourism businesses.

The biggest local concern among nearly all respondents in the area was with the quality of the roads. Although they were asked about infrastructure assistance in the context of national government support, there was a clear consensus among all businesses that the state of the roads in the area was problematic. This issue has been exacerbated by recent excessive rains, coupled with the impact from tropical storm Eloise, which hit the area in early 2021. However, once again, there was little faith in local government to rectify these issues.

Another support intervention identified as essential by several businesses related to government and marketing. The sentiment arose that SA Tourism - the national marketing agency - has not been proactive in their marketing strategies.

“South Africa is a good place to travel for COVID-19 [but] SA Tourism have done nothing to show how compliant South Africa is and that the actual rates are much lower than the rest of the world”.

Although they are grateful for the domestic market, the quantity and costs of these operations simply will not survive without the international market. “We need better marketing of the success of South Africa's response to COVID. We need to tell the rest of the world. We need to demonstrate that a lot of the activities are "COVID friendly", we're reducing the number of passengers on game drives, etc.”.

In terms of support from national government beyond infrastructure and marketing, the primary request among these businesses was financial relief, in one way or another. To further this point, when asked about which support or intervention would be the most important in the short-term (the next 12 months) nearly all businesses stated that financial assistance or relief is, by far, the most important support needed in the short-term, in order for them simply to keep afloat. Without support, many tourism employees are having their salaries cut significantly or otherwise have been retrenched.

In light of the current situation, and a discussion about potential support and interventions, respondents were asked what they felt were their prospects for the next 12 months without any support or interventions. Overall, the responses were not promising for the local tourism economy. One safari tour respondent said that they had already decided to close their business. Out of the 20 businesses, only four confidently, feel that they will survive the year without support.

This said, there was a strong sentiment from many respondents about the necessity for the survival of tourism in the area. Safari tourism and that linked to Kruger National Park is considered some of the most iconic in the country. As one respondent stated: "Without support more and more places will close down. Game Reserves can't fail. They are part of the South African psyche".

It was argued that by emphasizing the importance of tourism in the South African economy: "I know this is a pandemic, it's serious, but we need to save what we can. Use the money towards businesses that will save South Africa. Tourism is one of them”.

In conclusion, the crisis precipitated by COVID-19 is unprecedented in relation to past crises that have impacted tourism such as those from natural disasters or terrorism. The pandemic is observed to have global and deeper consequences with the potential for massive changes in the organization and architecture of tourism systems. For some observers it is critical for tourism as a complex adaptive system to continue to respond, adjust, and adapt.

The enterprise adaptive responses have included staff reductions and wage cuts, adjustments towards the domestic market through price cutting, changes in marketing as well as adjusted tourism product offerings towards an emerging Black middle class domestic market. Of critical significance is the finding that these adaptive measures cannot replace the revenues formerly generated from the international tourism market.

Seemingly, without a change in government policy and the offer of direct government financial support there is a danger that in the short term the tourism product base will be diminished as many lodges and other tourism businesses are in danger of permanent closure. Due to the significance of tourism for the local economy, and particularly for employment among many community members, the implications of closure of a significant proportion of businesses is devastating for the region. The results demonstrate some potential adaptation strategies but more work is needed to understand the long-term potential of these strategies to sustain businesses.

The perspectives of domestic leisure tourists in South Africa would assist in gaining a better understanding of the potential for domestic tourism to maintain the local tourism economy as the pandemic persists. Although significant, this data is clearly limited in its scope and would benefit from additional research going forward both on the impacts of the pandemic on the local economy more broadly but also future research on the state of these businesses within the next year.

@ This is a summary of the study: Nature-based Tourism Enterprise Adaptive Responses to COVID-19 in South Africa by Dr Julia Giddy (UMP) and Professor Jayne Rogerson (UJ).  

Pictures Supplied.

Mona's love and passion for languages comes from having moved across different parts of South Africa and interacting with people from different backgrounds. “I embraced that people feel truly seen and heard when you speak to them in their own language. As a student, I had a lot of challenges with an education system that did not recognize me, but forced me to recognize other people, often those who had colonized us.

“Later in life, this prompted me to get involved with different groups and committees that sought to address some of these teaching and learning challenges. I entered academia as a reaction to some of my frustrations about the coloniality of education,” he continues.

Mona obtained his Master of Philosophy in African Studies, with the research component focusing on socio-cultural relevancy in university curricula. He is currently pursuing his PhD research in Education, with the focus on social justice in curriculum through decoloniality.

His research studies have mostly been centred on Higher Education. Mona shares more about his research journey and his love for languages.

You have done substantial research on languages; briefly tell us what some of these studies suggest.

"There is still a lot more research that I must do. But I have co-published with University of Cape Town Associate Professor Ellen Hurst-Harosh on: Translanguaging as Socially Just Pedagogy. In other words, for teaching to be socially just, students need to be allowed to bring in their linguistic capital in their learning processes.

I am also currently working with the same scholar on research about students’ language variations in written assessments – which means that students write from different linguistic positions, but the academic enterprise, instead of rewarding them, penalizes students for not fitting into Anglo-normativity in their writing.

By the way, other races do not get penalized in academia for not knowing their our languages, but this is different with Africans as they get penalized for not conforming to languages of those who oppressed them."

What are you currently working on? 

"In the arts I'm focusing on storytelling in indigenous languages; music and different forms of art. I’m putting together a show I can’t disclose about yet. In formal academia, I’m working on my PhD and other research in my area of social justice and decoloniality."

One of your research topics focused on languages and decolonisation, tell us about your findings. 

"We found that language is a critical factor of social justice and decolonisation, given that English, which is a norm in education, is only a first language to a minority of Africans, and to many of us English is second, third, and so forth.

Thus, a genuine correction of the marginalization of black learners in education has to address the language mess. From research, we then offered some ways of doing this, and we hope to continue to discover more possible ways."

What role do culture and heritage play in today’s society? 

"I would say that both concepts remain very relevant. In fact, a lot of solutions to human problems have been ruined by not accounting for the cultural dimension, and cultures that are accounted for are often those of the elite. In instances where there seems to be no cultural dimension, for example: medicine, economics, etc there actually is.

But the issue is that the cultural dimension that is mostly accommodated is Western-orientated. As a result, we assimilate. Heritage allows us to historicize, which we have to. The question is whose heritage gets prioritized and who gets to decide. Upholding a people’s heritage is one of the most empowering things for those people.

The question of heritage opens up questions of representations and recognition of our histories, and in social justice we take representation and recognition seriously. This is why we get angry when violent white men who stole from us and killed our ancestors get recognition and are represented in ‘our’ heritage’ as heroes, when we know little about boGogo nabo Mkhulu who sacrificed for us to be here.

By the way, heritage is not simply the wearing of ‘traditional’ clothes and eating ‘traditional’ foods. Heritage encapsulates a lot of historical elements that cumulated to who we are; how we are and what we have."

What are your thoughts on the decolonisation of education in South Africa?

"It is a necessity. Without decolonisation, we are subjected to live our lives on terms that are dictated from Europe. This happens at the expense of our being, our knowledge systems: our relationships with each other, with the environment, with our creator.

Without decolonisation, we are probably just working towards a destination that is reserved for boNgamla so we work and work to get there, but we do not arrive. An education system that is colonised, in many ways, teaches us to model our lives in relation to those who hated us."

@ Story by Cleopatra Makhaga. Picture Supplied.

The Bachelor of Arts Honours in Siswati provides a significant route for progression into further postgraduate studies (Master’s and Doctoral) at the University of Mpumalanga or other higher learning institutions. 

The programme might seem at first as if it has limited career opportunities, but in fact the qualification will bring a vast number of careers options. BA Honours in Siswati is a qualification that will remain relevant in years to come. By offering this programme, the university will effectively fulfil its vision of creating opportunities and providing sustainable development.

Siswati is one of the indigenous languages that is spoken and read in the Republic of South Africa, it is enshrined in the constitution of the country as one of the 11 official languages that cherishes and promotes the South African identity.

Graduates with an Honours degree in Siswati are able to work and contribute in many varied facets of the job market and in all areas of teaching and learning, community engagement and research. By offering this programme, the university will effectively fulfil its vision of creating opportunities and providing for sustainable development.

The employment opportunities are broadly considered: phonetician, phonologist, morphologist, semanticist, onomastician, orator, folklorist, interpreter, translator, broadcaster, novelist, dramatist, poet, editor, lexicographer, terminographer, researcher, assessor, etc. Thereby, in general providing employment opportunities in various sectors within the broad field of work, which require service delivery and communication with fellow human beings. 

Admission Requirements

Head of the school of Social Sciences, Professor Calvin Gwandure indicates that the number of candidate selection for enrolling in the programme is limited. In order for graduates to be eligible to study the programme, the school admission committee will assess eligibility of all applicants. The Applicants who exceed the minimum entrance requirements will be given an immediate offer.

The minimum admission requirements is a Bachelor of Arts or other first degree at exit level 7, with Siswati as a major subject and a 60% or above average for Siswati modules in the final year. Students who fail to meet the minimum requirement of 60% will be considered upon motivation to the Faculty Board and the Higher Degrees Committee of the university, and subsequent approval by all approved university structures.

The programme has a total of nine modules which are both compulsory and elective, with a NQF level of eight.

Four compulsory modules with 75 total credits:

• Research Methodology
• Research Report
• Phonetics and Phonology
• Morphology and Syntax

• Traditional Literature
• Semantics and Sociolinguistics
• Language History, Planning and policy
• Modern Literature
• Translation, Interpretation and Lexicography

The University of Mpumalanga (UMP) has elected a new Executive Committee of the Convocation at a virtual general meeting held at the end of August. The election of the new executive committee is as a result of the end of the term of the previous executive committee, and in line with the institutional statute.

The newly elected committee consists of President: Wandile Shabangu, Deputy President: Veli Mashaba, Secretary: Nontethelo Maphangu. Additional Members: Jupiter Nolen and Vinolia Mahlangu, and Member of the Convocation to the Council: Moses Sithole.

The president, Wandile Shabangu, shares more about himself, his vision for the convocation, and his plans going forward. 

Tell us about your leadership journey; how did you get here?

"I came to the University of Mpumalanga with my black consciousness in hand, and it was just a matter of time before I met like-minded students. It was then that we involved ourselves in student activism. I served in several positions of responsibility, from SASCO and SCO to the SRC. I served as the Chairperson of the Campus Representative Council while simultaneously serving as the Treasurer of the Student Representative Council in 2018.

I joined the University of Mpumalanga in 2016 when I registered as a first-year student in Development Studies. Being accepted at the university was an answer to my prayers. I’ve always wanted to further my studies, and being close to home means I’m always available to my mother when she needs me.

I graduated in 2019 and was part of the very first class of Development Studies to graduate from the University of Mpumalanga. My journey here has been filled with many up and downs, but, by God’s grace, I managed to emerge victorious through it all."

How do you plan to serve as president of the convocation?

"It is important for me to indicate that mine is to serve the interests of students. By that I speak for both the undergraduates and the postgraduates. We can't run away from the fact that there is a positive link between the two.

My plan is to do what I do best, which is doing the best I can to run with the mandate from my constituency, because after all I am just a servant, nothing more. Leading graduates or students in general is different from leading a group of individuals who are striking for water or any service delivery. Here I am tasked with leading a group of intellectuals, some of which are way above me as far as academics are concerned."

Tell us about your leadership plans?

"It will be very crucial for me to consider participation as the greatest strategy as far as leading these groups is concerned. I am like a tool in the hands of the intellectuals. What I can say in short is that my plans will be derived from the mandate that I will receive from the graduates of the University of Mpumalanga.

It will be counterrevolutionary for my plans to be contrary to those of my constituency. However, I do have great plans that I still need to present before the entire executive and will then engage on how we can practicalize everything."

How do you see your role as president?

"While some will refer to my position as a position of power, I am of a different view. I believe my position is one of great responsibility, not great power. If one believes such a position to be of power, he is likely to want to practice that power over his constituency. However, when you understand that this is a position of responsibility, you will know that you have a big role to play in representing graduates and being accountable to them at all costs.

There is nothing special about me, I am just a servant. I feel honoured to be given yet another responsibility to continue serving the interest of the poor black majority while equally serving the interests of the University in general. It is every stakeholder's responsibility to protect the image of the University.

Being elected as the President of Convocation is not an achievement for me but another responsibility that I have been trusted with.

I might be a President; however, I am equally a ground force and must always be found doing whatever it takes to ensure that the targets set for the convocation executive committee are met in record time. I am but a servant after all. The University has just officially announced the newly elected convocation EXCO and is yet to meet. However, communications have already started and planning is underway."

The Convocation membership consists of UMP Graduates, The Lowveld College of Agriculture Graduates, UMP 
Vice-Chancellor, Deputy Vice-Chancellors, UMP Executive Management, Deans of Faculties, Current Academic Employees and Retired Academic Employees.

@ Story by Cleopatra Makhaga. Picture Supplied

The purpose of the BICT is to equip students with the necessary knowledge and skills to enable them to use Information and Communication Technology (ICT) and computing skills to develop solutions for the needs of different industries and of society. It provides them with sufficient theoretical, analytical and practical knowledge in emerging ICTs to allow for professional and academic growth in careers such as applications development, analytics etc. to make a constructive contribution to industry and society at large.

The skill sets presented by the programme also allow the graduates to develop as holistic practitioners with creative and innovative skills, applied and cognitive competencies in the acquisition, interpretation and application of ICT principles ethically and in a professional manner. It further aims to equip them to become life-long independent learners who are capable of undertaking research in order to make original contributions to knowledge and society.

Programme Details

The Bachelor of ICT is at exit level 7 on the HEQSF, with a requirement of 360 credits. Students follow a structured curriculum over the three years. They undertake a comprehensive software development project in the final year and have the option to choose one elective module from the four on offer (Artificial intelligence, Human-Computer Interaction, Software Development for the Internet of Things, and Web Development).Students enrolled for this qualification have the added advantage of enrolling for International Business Machines Corporation (IBM) and other industry recognised certifications offered by the school in conjunction with industry partners. Graduates have the opportunity to acquire diverse skills through the projects they undertake that simulate the real world.

The aim is to equip students with the necessary knowledge and skills that will enable them to use Information and Communication Technology (ICT) and computing skills to develop solutions for the needs of different industries and of society. It will produce graduates who have the appropriate competencies and knowledge required to solve ICT business-related problems.

Course Details

The course provides students with sufficient theoretical, analytical and practical knowledge in emerging ICTs to allow for professional and academic growth in careers such as applications development, analytics and more. The skill sets presented by the programme also allow the graduates to develop as holistic practitioners with creative and innovative skills, applied and cognitive competencies in the acquisition, interpretation and application of ICT principles ethically and in a professional manner. It further aims to equip them to become life-long independent learners who are capable of undertaking research in order to make original contributions to knowledge and society.

It is offered over three years, full time. Teaching will be via contact, practical, virtual sessions and blended learning modes. The Bachelor of ICT is at exit level 7 on the HEQSF, with a requirement of 360 credits. Students follow a structured curriculum over the three years. They undertake a comprehensive software development project in the final year and have the option to choose one elective module from the four on offer (Artificial intelligence, Human-Computer Interaction, Software Development for the Internet of Things, and Web Development).

Admission requirements for students with a National Senior Certificate:

• Bachelor endorsement
• APS score of 32
• English first or additional language at level 4
• Mathematics at level 4

 Requirements for students with NCV (level 4):

• NCV Level 4 with at least 60% in the fundamental subjects
• Including English and Mathematics
• AND at least 70% in four vocational subjects relevant to the field of Information technology

 Requirements for students with a Higher Certificate or Diploma in a relevant ICT Course:

• Students may be able to progress or articulate into the BICT in some cases with credit accumulation and transfer.

The BICT will create opportunities for progression for graduates who intend to further their studies and careers by acquiring further qualifications. Students who complete this qualification can progress to Honours and thereafter to further postgraduate studies.

@ Story and Picture supplied by UMP Communications Division. 

The purpose of the workshop is to drive industrial development, facilitate job creation, and mostly introduce students to available opportunities within the agro-processing sector. The initiative is primarily targeted at final year students studying towards their Bachelor of Science in Agriculture, Bachelor of Agriculture (Agricultural Extension & Rural Resources Management) and the Advanced Diploma in Agriculture in Post-Harvest Technology degrees.

UMP Head of School of Agricultural Sciences Professor Kutu Fonso said the programme aims to create awareness and to encourage students to make use of the different products and services available through governmental departments.

“This workshop also highlights opportunities available in the agro-processing sector, to promote opportunities for the self-employed, and to encourage innovation. Through this information sharing session we hope to stimulate youth entrepreneurship in South Africa by encouraging more young people to consider entering the entrepreneurship space as a viable career choice," he said.

Professor Kutu further noted that the workshop will assist to facilitate business contracts between youth and their international counterparts, and to inform stakeholders of the various programme offerings in the School of Agricultural Sciences. The Student Exposure Programme includes local, national and international perspectives on how entrepreneurship and innovation can be strengthened in the midst of modern technological trends and sociological changes in the labour market.

In her address, Vice-Chancellor Professor Thoko Mayekiso said: “As an engaged University, our institution places great value on partnerships. They are the drivers and enablers of achieving our vision: To be an African University leading in creating opportunities for sustainable development through innovation.”

She added that the collaboration with the DTIC encompassed and promoted almost all of UMP’s values.

“We value such experiences as part of our Pioneering Journey, ‘Luhambo Lwemhlahlandlela’ as we continue to create opportunities for our students. We aim to produce graduates who are innovative and entrepreneurial; graduates who are intellectually curious, independent, creative and critical thinkers and who are able to innovate by applying their knowledge and skills to solutions of novel as well as routine problems for sustainable development.

As such, the workshop and the collaboration provide the perfect partnership from which students can benefit. In addition, the university will become even better equipped to mould and prepare students for the labour market.

“This workshop will provide UMP with information that will assist the institution in preparing our students for the labour market and to respond effectively to the opportunities available within the agro-processing sector in particular. It is a crucial economic sector through which we may be able to transform our country and play a meaningful role in job creation,” said the Vice Chancellor.

In the devastating wake of COVID-19, as well as a job market that is suffering globally, much of the focus fell on entrepreneurship and finding ways to encourage more people to pursue careers as entrepreneurs. Said prof Mayekiso, “The way COVID-19 has changed lives and livelihoods so suddenly, we need to pay more attention to the agro-processing sector, and use it as a vehicle through which to grind our way out of poverty and unemployment.”

Among the speakers were representatives from the following additional industries and organisations: the International Trade Administration Commission, the Agricultural Research Council, the National Agricultural Marketing Council, the Companies and Intellectual Property, the Small Enterprise Development Agency, the Mpumalanga Economic Growth Agency, the Council for Scientific and Industrial Research, and Fruit South Africa.

A total of 53 students physically attended the workshop, while over 13 attended virtually via Zoom.

Story by Cleopatra Makhaga. Pictures  @ChrisplPhoto