UJ 2011UJ

COMMUNITY ENGAGEMENT REPORT ENGAGEMENT COMMUNITY I care for my community, therefore I choose the University of Johannesburg.

2011 COMMUNITY ENGAGEMENT REPORT

WWW.UJ.AC.ZA THE 2011 UJ ANNUAL REPORT IS PUBLISHED BY INSTITUTIONAL ADVANCEMENT’S CORPORATE COMMUNICATION DIVISION CONCEPT, DESIGN & LAYOUT BY THE NEW BLACK (UJ ALUMNI) University of Distinction

The University of Johannesburg, one of the largest, multi-campus, residential universities in South Africa, seeks to achieve the highest distinction in scholarship and research within the higher education context. Born from the 2005 merger between the former Rand Afrikaans University (RAU), the Technikon Witwatersrand (TWR) and the Soweto and East Rand campuses of Vista University, the University of Johannesburg’s unique academic architecture reflects a comprehensive range of learning programmes, leading to a variety of qualifications, from vocational and traditional academic to professional and postgraduate, across the four campuses – Auckland Park Kingsway, Auckland Park Bunting Road, Doornfontein and Soweto. The campuses vary in size and each has its own character and culture, contributing to the Institution’s rich diversity.

The University of Johannesburg has benefited from a large pool of researchers bringing together various fields of expertise and research focus areas. The University provides the ideal ground for interdisciplinary research and currently has more than 99 rated researchers. Five of these researchers are A-rated – all of whom are recognised as world leaders in their field. UJ is also home to 22 research centres.

The University fosters ideas that are rooted in African epistemology, but also addresses the needs of South African society and the African continent as it is committed to contribute to sustainable growth and development. We continue to build a culture of inclusion, embracing South Africa’s rich histories, cultures, languages, religions, genders, races and social and economic classes. Additionally, the University encourages a culture of service as part of the university student experience and it proudly pursues a four-language policy of English, IsiZulu, Afrikaans and Sesotho sa Leboa.

Our staff and students come from over 50 countries in Africa and around the world. The University has also built links, partnerships and exchange agreements with leading African and other international institutions that further enrich the academic, social and cultural diversity of our campuses. It is also the recipient of the highest levels of external financial support from donors and partners all over the world. This demonstrates the high esteem in which we are held internationally.

IN ITS MISSION, UJ COMMITS ITSELF TO THE FOLLOWING: Quality education; Leading, challenging, creating and exploring knowledge; Supporting access to a wide spectrum of academic, vocational and technological teaching, learning and research; Partnerships with our communities; Contributing to national objectives regarding skills development and economic growth.

THE VALUES GUIDING ALL UNIVERSITY ACTIVITIES INCLUDE: Academic distinction; Integrity and respect for diversity and human dignity; Academic freedom and accountability; Individuality and collective effort; and Innovation.

Contents

04 Message from the FACULTIES ACADEMIC SUPPORT Executive Director: DIVISIONS 20 Art, Design Institutional Advancement and Architecture 36 The Library Division Mr K Swift 22 Economic and 36 Human Resources 07 Message from the Financial Sciences Head of CE 37 PsyCaD Division Dr KN Magwenzi 23 Education

25 Engineering and the ------Built Environment CE INSTITUTIONAL EVENTS 39 UJ External Partners 26 Health Sciences 12 Nelson Mandela Day 2011 Teboho Trust: 28 Humanities Young, Gifted & Bright 13 CE Annual Women’s Leadership Convention 29 Law 41 Art for AIDS

14 CE Recognition Awards 2011 31 Management 42 Charter for the CE Advisory Board 15 CE Road Show 32 Science and Showcase 44 Conclusion

16 Promoting Volunteerism at South African Universities: SAHECEF Volunteerism Workshop Message

MR KERRY SWIFT EXECUTIVE DIRECTOR , INSTITUTIONAL ADVANCEMENT

enhanced through the efforts of RAG, the advancement of freedom, democracy, the residences, University societies, equality and human dignity through the Message the Students In Free Enterprise application of its human and intellectual capital. programme and student-initiated NGOs from the (non-government organisations). Ernestine Meyer-Adams, manager of CE at the University develops that theme well: Executive Director: All these entities within UJ and the “The University acknowledges its obligation broader society work as a collective to to utilise its teaching and learning, research Institutional alleviate poverty, improve socio-economic and community engagement capacities to circumstances and protect the environment. make a significant contribution to the social, Advancement In short, the holistic development of our economic and educational development students is enhanced through Community of Johannesburg, the province and the Engagement by developing a core set wider society.” With Teaching and Learning and Research, of values and promoting citizenship and Community Engagement (CE) represents the civic responsibility. “As an engaged university, one of UJ’s third pillar of the University of Johannesburg’s strategic goals is to ‘add value to external core business. The University is renowned The primary CE thrust at UJ rests in the constituencies through strategic initiatives not only for its growing research outputs faculties where community engagement and partnerships’. This is achieved by and its progressive teaching and learning projects are placed through a sub-committee engaging in formal community partnerships, strategies but also as an engaged university of a CE Board. These projects in turn are actively engaging with the challenges of the with strong strategic partnerships with a closely monitored and undergo an annual Southern African Development Community variety of communities. assessment, processes involving the active (SADC), for the African continent, and closer participation of accredited community- to home, the Gauteng region and the By aligning ourselves with and actively based organisations. University’s host city, Johannesburg. This supporting the United Nations Millennium involves entering into strategic, contractual Development Goals (CMDG) through the Although the University’s primary CE effort partnerships that are mutually beneficial to utilisation of intellectual capital, innovative is embedded in the faculties, the Office of the University community, as well as the research and student and staff participation, CE runs a number of outreach projects broader external communities.” UJ is making its presence felt with partners from the centre, such as the annual July 18 nationally and internationally. volunteer work at a number of hospitals on Additionally, the University actively promotes Nelson Mandela Day. the notion of “public scholarship” both UJ’s Community Engagement volunteers conceptually and as a practical means also contribute greatly through Organised UJ’s commitment to CE reflects the of advancing its goal of contributing to Outreach projects. These are further University’s vision, which embraces important national debates and advancing

“With Teaching and Learning and Research, Community Engagement (CE) represents the third pillar of the University of Johannesburg’s core business.”

UJ COMMUNITY ENGAGEMENT REPORT 2011

04 “UJ’s Community Engagement volunteers also contribute greatly through Organised Outreach projects.”

the well-being of UJ’s stakeholder communities. The emphasis of UJ’s public scholarship is on promoting the notion of caring and compassion; respect for diversity,;human dignity; community participation and empowerment, good citizenship and social justice. This naturally focuses on the needs of communities, as well as student and staff, on experiential learning and the sharing and enhancement of knowledge.

Through its CE thrust, the University supports three points of departure for transformation. These are increased democratic and diverse participation; cooperation and partnerships with all communities aimed at the eradication of past inequalities; and greater responsiveness to a range of social and economic challenges with a commitment to seeking solutions.

With this in mind, Community Engagement, in the form of Service Learning, Community- Based Research, and Organised Outreach has become a core function of the University. As such, the University’s teaching, learning and research competence utilised to build mutually beneficial relationships with various communities in areas of discipline strengths and community needs.

KERRY SWIFT

!Community Engagement, in the form of Service Learning and Community- Based Research, has become a core function of the University.

05 Message

Care. Share. Involve.

UJ COMMUNITY ENGAGEMENT REPORT 2011

06 DR KWAZI NTOMBIZODWA MAGWENZI HEAD OF COMMUNITY ENGAGEMENT

The key elements of the University’s 2020 the dissemination of the Policy, CE Charter, Plan were outlined for discussion among CE Annual Report and other information Message the main stakeholders in October 2011. packages from 2010 have provided The strategic thrusts for Community opportunities for greater conceptual from the Head Engagement for 2020 were finalised. understanding of CE, the third core function Incorporating Service Learning efficiently of the institution. New systems for structure of Community and effectively into the curricula of at and processes for CE were developed in least 10% of all academic programmes by 2011. Initial steps were taken to form the Engagement 2020, from the current base of 4%, is the CE monitoring platforms, namely the CE first strategic thrust for CE. The second Placement Committee that is responsible emphasises the need for all stakeholders for the placement of CE projects in the ENHANCING THE STATURE OF at UJ to recognise and implement CE as faculties and the CE Assessment Committee COMMUNITY ENGAGEMENT AT UJ the third core function of the institution. that is responsible for the monitoring and The third thrust highlights the commitment evaluation of CE projects. In 2012, the The University of Johannesburg has made the institution has made to address the focus will be on the active implementation great strides in 2011 towards its goal of developmental needs of communities by of Service Learning in the faculties becoming an engaged university. sharing the University’s knowledge capital and the growth of Community-based The profile and stature of Community through community-based projects. Research and Organised Outreach in the Engagement was greatly enhanced by CE projects. Quarterly meetings are held improvements in both the quality and The growth of Service Learning modules with faculty CE coordinators to support stature of CE institutional initiatives. will be tracked every quarter through the implementation and management of information provided by CE coordinators in all systems and processes. This process One has to mention here Mandela Day, all the faculties. Steps towards improving started in 2011. All UJ faculties, divisions which was hailed as a resounding success the number and quality of Service Learning and departments annual reports include on 18 July 2011. Over 600 UJ staff members modules are to be achieved through a review of CE activity in their sections. and students across the nine faculties the provision of short Service Learning In 2012, we look forward to greater participated in specific projects like programmes for faculty staff. Two Service engagement with our communities and cleaning and the distribution of food Learning workshops were held in 2011 and sharing our intellectual capital for greater hampers at three major hospitals in Gauteng similar workshops are to be conducted impact in the development of our societies. – Helen Joseph, Chris Hani Baragwanath annually across all faculties with leading We will continue to utilise the key principles and Charlotte Maxeke. Mandela Day CE experts in higher education. Senate underpinning Community Engagement was a high impact event that has led to Committees are to play a key role in the strategy – to inform, consult and involve. the introduction of a huge initiative in quality management of Service Learning. Community Engagement – the UJ CE The process of finalising amendments to Volunteers Programme 2012. the CE Policy was completed in 2009 and

“The profile and stature of Community Engagement was greatly enhanced by improvements in both the quality and stature of CE institutional initiatives.”

07 Key Pillars of CE at UJ CE, UJ’s third core academic function, with “CARE, SHARE and INVOLVE” as its motto, kicked off its 10-year strategic vision in March 2011.

would have incorporated Service Learning identified by the faculties. The faculties Key Pillars of efficiently and cost-effectively into their will also have to conduct scope and impact curricular. Two Service Learning workshops studies of these initiatives. The OCE will CE at UJ were conducted across all faculties in 2011 organise activities to support faculty- with leading CE experts in higher education. based and community research projects, with organised outreach activities and CE 10-YEAR STRATEGIC The second thrust is to increasingly projects being high on its agenda. VISION (2011 – 2020) recognise and implement CE as UJ’s third core academic function. But most To establish CE as UJ’s third core academic CE, the University of Johannesburg’s third importantly, and this is to the benefit function, faculties will have to play a role core academic function, with “CARE, SHARE of all communities surrounding our at the Community Engagement Advisory and INVOLVE” as its motto, kicked off its campuses, is the third strategic thrust Board as faculty representatives, the 10 year strategic vision in March 2011. where the needs of these communities faculty sub-committees of the CEAB, the are addressed by giving them access to University Research Committee and the This heralded a new era for Community UJ’s intellectual capital. These are CE’s Senate, with the Higher Degrees Committee Engagement. The 10-year vision is three strategic thrusts and this is what having oversight. OCE from its side will to infuse CE into teaching, learning CE will pursue in the years to come. not only have to manage the CEAB, but and research within the University also make sure that they are marketing and to establish and foster strategic and planning awareness initiatives. partnerships with its communities. SUMMARY OF ROLES

This is the road CE has chosen and All three thrusts are shared jointly by THRUST ONE – GROWTH OF SERVICE what it will be focusing on in the next the faculties and the (OCE). In order LEARNING IN THE FACULTIES 10 years. The responsibility for the to make this strategic vision a reality, three CE strategic thrusts is shared to make it work and keep it working, It is of the utmost importance to have jointly by the faculties and the Office both parties have a role to play. growth of Service Learning in the faculties. of Community Engagement (OCE). For instance, to incorporate Service People need to get enthusiastic. Focusing Learning efficiently and cost-effectively into on the key indicators and what is expected their curricular, the faculties must manage of the faculties and CE, faculties need to THREE STRATEGIC THRUSTS FOR CE the growth of Service Learning. The OCE look at the following: staff training on SL will provide the support needed. With and the monitoring of the annual growth The first strategic thrust for CE is Service contribution from both sides, it is possible of these SL modules. One should bear Learning (SL). This target, which advocates to reach the 10 percent envisaged for 2020. in mind that the Senate Teaching and the growth of Service Learning, is a Regarding the developmental needs of Learning Committee has oversight of SL. competence of the Senate Higher Degrees communities, they will gain access to the Committee. Starting from the current base University’s intellectual capital through of four percent, CE hopes that by 2020 at the various CE projects, community-based least 10 percent of all academic programmes research and project management as

“We believe we can do it, because we care, we share and we involve.”

UJ COMMUNITY ENGAGEMENT REPORT 2011

08 CE, on the other hand, promises two THRUST THREE – SHARING OUR In order to achieve its vision, CE Service Learning workshops annually. CE INTELLECTUAL CAPITAL focuses on three strategic thrusts: projects will also be resourced and funding opportunities for CE projects identified. One then looks at the developmental 1. That at least 10% of all academic needs of communities by providing them programmes incorporate Service with access to the University’s intellectual Learning efficiently and cost-effectively THRUST TWO – RECOGNISING AND capital, which is CE’s third thrust. What is into their curricular by 2020 from IMPLEMENTING OF CE AS UJ’S THIRD necessary and what should be done? The the current base of four percent. CORE ACADEMIC FUNCTION engagement with communities should be mutually beneficial and lead to social, 2. That the University should increasingly The second thrust is most probably the economic and educational development. recognise and implement CE as its most important one of all, because without third core academic function. people being aware of CE, there can be no Regarding the faculties, one of OCE. So how are we going to make sure the key indicators is to ensure the 3. That the developmental needs of UJ’s that we will be increasingly recognised and effective planning, implementation communities be met by providing them implemented as UJ’s third core academic and evaluation of CE projects. with access to UJ’s intellectual capital. function? How do we market ourselves? They must, however, go further. The next step is Organised Outreach DR KWAZI NTOMBIZODWA MAGWENZI Although Community Engagement is projects, managed by faculties, responsible for the management of divisions and student structures. the CE Advisory Board and its sub- committees, the faculties, through their And number three on the list is to conduct various representatives, will become scope and impact studies, which will part of this board. They must make be managed by the Quality Unit. sure that OCE projects are effectively planned, implemented and evaluated. On the side of CE, the following will be done: establish broad principles for To make sure that CE is visible, annual planning, implementation, monitoring events and awareness initiatives are and evaluation by facilitating two planned. Here Mandela Day, the CE workshops on project management Showcase, the CE Road Show, CE Annual annually. There will also be student Women’s Leadership Convention and volunteer programmes, which will fall the prestigious Community Engagement under the umbrella of Organised Outreach Recognition Awards can be mentioned. projects. Also on the list is access to the CE projects database, training and development, and lastly training of (CBOs).

At Community Engagement this is not only a motto; it is a way of living.

09

“On Nelson Mandela Day, 18 July 2011, the University of Johannesburg paid tribute to a great leader’s legacy by doing community service at three Johannesburg hospitals close to UJ’s four campuses.” CE Institutional Events

MANDELA DAY 2011 CE ANNUAL WOMEN’S LEADERSHIP CONVENTION CE RECOGNITION AWARDS 2011

CE ROAD SHOW AND SHOWCASE

PROMOTING VOLUNTEERISM AT SOUTH AFRICAN UNIVERSITIES: SAHECEF VOLUNTEERISM WORKSHOP

11 CE Institutional Events

The day’s programme was organised well On the cooking side, UJ’s Head Chef Henrik Nelson Mandela in advance with the hospitals to ensure that Jonson was assisted by junior chefs from their most pressing needs could be met. UJ’s School of Tourism and Hospitality and Day 2011 the hospital’s kitchen staff in preparing The five needs identified were: some nutritious dishes for the patients. On Nelson Mandela Day on 18 July 2011, Human Resources cleaned the floors and the University of Johannesburg paid t
A cleaning campaign washed the dishes after the meal, while tribute to a great leader’s legacy by doing and gardening services; the Faculty of Management packed and community service at three Johannesburg distributed grocery parcels to patients. hospitals close to UJ’s four campuses. t
Art activities for children, painting walls and murals; To stimulate the adults and the children, Even though it was the first day of the staff from UJ Library, the Language Unit and semester, staff members and students t
Cooking and washing dishes; the Faculty of Education read to patients. participated in this event in order to give The Faculty of Economic and Financial back to their community, brightening up the t
Reading for kids and Sciences distributed books on personal day of those suffering and less fortunate. distributing books; and finance while the Faculty of Law handed out human rights and constitution booklets. Over 300 staff members and students t
Distributing food Books were also donated to the hospital’s from the Auckland Park and Bunting Road hampers and toiletries. library while students from the Lebone Campuses helped out at the Helen Joseph Ladies Residence delivered books to the Hospital. More than 200 individuals from the The tree planting initiative was led by the Rahima Moosa Mother and Child Hospital. Soweto Campus assisted at the Chris Hani Faculty of Science’s Dr Pap Nair and Dr Baragwananath Hospital, while over 100 Erna Bruwer and the Faculties of Health At the Thembalethu Clinic, the Faculty people from the Doornfontein Campus were Sciences, Humanities and Science, and the of Economic and Financial Sciences lending a hand at the Charlotte Maxeke garden clean-up by the UJ Garden Division. handed out food and toiletry packs Academic Hospital in Johannesburg. to 300 HIV-positive patients who are On the inside of the hospital, UJ’s cared for by their families at home. At Auckland Park the day started with an Maintenance Division and the Faculty of informal procession of staff and students, Engineering assisted with maintenance The Community Engagement Division proudly holding the UJ banner and dressed and repair work – light fittings, broken would like to thank all students and staff in distinctive UJ T-shirts as they marched windows and handles and light bulbs. for their enthusiasm and commitment. Our to Helen Joseph. At the hospital the appreciation also goes to Prof Adam Habib volunteers were addressed by Prof Adam Students and staff from the Faculties of Art, for supporting this event and also to Roelof Habib, Deputy Vice-Chancellor: Research, Design and Architecture, Humanities and Hugo and his team from Protection Services Innovation and Advancement. The CEO Education, along with the Human Resources who ensured the volunteers’ safety at all of Helen Joseph, Gladys Bogoshi, then Division, supervised the art activities for three hospitals. UJ will continue to support welcomed and briefed them on their duties. children, painted the walls and created the three Gauteng hospitals through murals to brighten up the children’s crèche. the UJ Volunteer Programme in 2012.

“More than 600 staff and students assisted at three hospitals close to UJ campuses.”

UJ COMMUNITY ENGAGEMENT REPORT 2011

12 In her opening address, Dr Kwazi Magwenzi CE Annual emphasised that South Africa needs new heroines in leading our society Women’s Leadership towards socio-economic and political change and that all women must become Convention active participants in this regard.

This annual event, which was held at the The Deputy Vice-Chancellor, Dr Zola Bunting Road Campus, recognised the Njongwe highlighted the need for women to unique and important contribution that make their voices heard in these tumultuous women make to education and society times. The proceedings concluded with UJ at large. The 200 women attending the Council member Joyce Siwani reminding the conference ranged from student leaders and attendees of the women who marched to staff members to UJ’s faculties and support the Union Buildings on 9 August 1955, whom divisions, as well as representatives from we should honour by ensuring that Women’s UJ’s community partners and councilors. Day continues to add value to the quality of life of South Africans. She reiterated the The keynote address was given by the Queen Mother’s point that women should Queen Mother Semane Bonolo Molotlegi not pull one another down. If they want to of the Royal Bafokeng Nation. She said be a strong force in government, and also that women should work together and stop create the building blocks for community competing with one another. Focusing on engagement, they need to stand together. transformational leadership, she said this could fill the gap between what is expected, Women with outstanding achievements what is real and what needs to be done regarding their CE projects were also to address that gap. Transformational recognised through the Women for leaders have the will, resilience and morals Excellence Award. to challenge what should be changed. The Royal Bafokeng Nation of 300 000 members is a forward thinking traditional community in the North West Province. The Queen Mother has played a pivotal role in helping them become the model traditional community it is today. She is renowned for speaking against oppression, poor education and regional neglect of rural development.

13 CE Institutional Events

t
Faculty of Humanities: t
Olive Leaf Foundation; and CE Recognition Mr Leonardo Snyman; t
Disciples Village Bakery. Awards 2011 t
Faculty of Art, Design & Architecture: Prof Kim Berman; Prof Kim Berman All nine faculties were recognised for (Faculty of Architecture and Design) for: their participation in various CE projects, t
Faculty of Law: Mr Eddie Hanekom; and among others the annual UJ Mandela Day Archival Paper; project. On 18 July 2011 all faculties, some t
Faculty of Engineering & Built division’s staff members and students Environment: Mr Pierre Van Tonder t
Phumani Paper; and from each of the four campuses (in groups of approximately 300) marched or were For the individual academics category, t
Eco-fuel Briquettes. transported by bus from campus to the four women received awards for nearby hospitals to do community service. their outstanding commitment UJ Community Partners were the second Soweto Campus went to Chris Hani Hospital to Community Engagement and group of stakeholders to receive awards. (also known as Baragwanath) Doornfontein their contributions to society. to Charlotte Maxeke Hospital (former The following people attended capacity Jo’burg Gen) and Auckland Park Kingsway Ansunel de la Rey (Faculty of Health building training sessions in 2011 and Campus as well as Auckland Park Bunting Sciences) received an award for managing received a certificate of attendance: Road Campus combined at the Helen the impact of the following three projects: Joseph Hospital. t
Mrs Lorraine Cockrell; t
Community Service in Specialised Clinics; The following Faculty CE Coordinators t
Ms Diedre Slabbert; received awards on behalf of their faculty: t
Lenasia Eye Care Clinic; and t
Mr Robert Munda; t
Faculty of Education: t
Operation Bright Sight Clinics. Ms Memoona Mahomed; t
Ms Ivy Tshuma; Dr Erna Bruwer (Faculty of Science) for: t
Faculty of Management: t
Mrs Lucille Barlow; Dr Shepherd Dhliwayo; t
Caring Hearts: The Abdullam Missionary; and t
Mr Bongani Zwane; and t
Faculty of Health Sciences: Ms Sadi Seyama; t
Parks Alive Project. t
Mrs Desiree Trompett.

t
Faculty of Science: Dr Pap Nair; Ms Joyce Sibeko Lastly, UJ CE Volunteers from the nine (Faculty of Management) for: different faculties also received awards t
Faculty of Economic & Financial for outstanding service in the UJ Student Sciences: Ms Jacky Bence; t
Beautiful Beginning Crèche; Volunteer Programme.

“A ll nine faculties were recognised for their participation in various CE projects, among others the annual UJ Mandela Day project.”

UJ COMMUNITY ENGAGEMENT REPORT 2011

14 Approximately 2 000 students across the four campuses showed interest in CE and they were provided with business and volunteer cards and flyers.

Campus on Wednesday, 28 September and CE Road Show Auckland Park Campus on 29 September. Tables were set up and faculty charts and Showcase with projects were pasted on the walls. Volunteers were enthusiastic and made this project a great success. Our successful 26 TO 29 SEPTEMBER 2011 Mandela Day Project was a hot topic. The Women’s Day Convention was another Community Engagement tables were major event to recognise women in our located at various centers at the four society. Mention was also made of our campuses, with easy access to staff, CBO’s, NGO’s and the role Community students and visitors that came to register Engagement plays in their projects. for the 2012 academic year. Visitors to our stalls were briefed on the workings It was clear that students were not always of CE and the University in general. They aware that their faculties ran projects and left informed, knowing that UJ stands for that the faculty projects were funded by more than studying and qualifications. Community Engagement. General enquiries were received mostly from potential Interested candidates to our students, the majority being African females, information stalls ranged from: and many of them immediately signed up. Some wanted to become involved in t
Current UJ students; community work due to their disadvantaged socio-economic backgrounds. t
Students studying at other tertiary institutions; Approximately 2 000 students, across the four campuses, showed interest t
School children and future in CE and they were provided with or potential UJ students; business and volunteer cards and flyers. We also handed out gifts to students t
Parents and visitors from different who signed up as volunteers. companies; and They were required to fill out the t
UJ staff. questionnaire and from the response it was clear that the Road Show did what We kicked off with a blast on the Soweto it set out to do – to make students and Campus on Monday, 26 September 2011, prospective students aware of Community followed by Doornfontein Campus on Engagement projects and get them Tuesday, 27 September, Bunting Road interested enough to sign up as volunteers.

15 CE Institutional Events

and the Volunteer and Service Enquiry student should be well-matched to the Promoting Southern Africa (VOSESA), introduced organisation they work with according to their unique offerings for university their CV. Their task descriptions must be volunteerism at community engagement programmes. clearly communicated, and they should continually be reminded of the bigger South African The first two speakers, Trish Gibbons picture in their individual contributions. and Prof Hanna Nel of UJ, addressed the universities controversial topic of introducing citizenship Additionally, Karuna Singh from Wits and as a compulsory course for undergraduates Craig Rowe from Monash spoke about the in all faculties. As head of the Department successes and challenges of the volunteer SAHECEF VOLUNTEERISM WORKSHOP of Social Work, Nel discussed what it means programmes at their respective institutions. to be a responsible citizen and how students With the Wits volunteer programme in Community Engagement and volunteerism should also be taught to empower others its 10th year, Singh emphasised how the came under the spotlight when the in order to ensure long-term sustainability. success of these initiatives were dependant University of Johannesburg hosted the on continuous monitoring, evaluation and second workshop of the volunteerism Gibbons, Director of UJ’s Academic Planning student reflection. Rowe then introduced working group of the South African Higher and Policy Implementation, examined the the group to Monash’s Volunteer Gateway, Education Community Engagement importance of developing students as an online programme that matches student Forum (SAHECEF) in June 2011. active citizens in a global, interconnected volunteers with non-profit organisations. world increasingly beset by crises of The group meets a few times a year to poverty, crime, inequality, corruption and The workshop participants then turned share their experiences and knowledge natural disasters. Gibbons also shared their attention to Nelson Mandela Day, of volunteerism, both from a practical that UJ’s citizenship courses would most a community engagement event which and academic perspective. A total likely focus primarily on themes of rights is run by most of the universities around of 25 representatives from 10 South and responsibilities, gathered from our the country. Representatives from each African universities attended. Constitution and Bill of Rights, and would institution shared what initiatives their aim to expose students to potential ethical students and staff would be involved in on The presentations and discussions issues they could face in the working world. 18 July, with projects as diverse as giving throughout the day focused on issues like time at hospitals, cleaning the streets of making citizenship a compulsory part of A second theme of the workshop focused their community and fixing roofs of schools. universities’ undergraduate curricula, how on how to recruit and retain student It was agreed that volunteer projects should to attract volunteers from the student volunteers. Joyce Sibeko, lecturer at UJ’s aim to get university staff involved, and body and the challenges around creating Faculty of Management and Students not just the students, to ensure a culture and maintaining a successful volunteerism in Free Enterprise (SIFE) coordinator, of citizenship is adopted throughout the programme. Two case studies from Wits believes that the success of student institution. The message should also be and Monash University were presented volunteer programmes lies in the formal that volunteerism is an ongoing project and representatives from the volunteer processes that should be followed from which is not just limited to one day a year. groups, Volunteer South Africa (VSO-RAISA) the moment they apply to join SIFE. Each

“A total of 25 representatives from 10 South African universities attended.”

UJ COMMUNITY ENGAGEMENT REPORT 2011

16 Finally, the workshop looked at two volunteer organisations working in South Africa, namely VSO-RAISA and VOSESA. Dr Sandra Musengi of VSO-RAISA outlined the focus of her organisation, which helps NGOs in South Africa by placing international volunteers with their organisations. VSO’s engagement in southern Africa is involved primarily in AIDS initiatives, which focus on ‘caring for the carer’ and helping women and girl children burdened by AIDS in their families.

VOSESA, on the other hand, primarily aims at raising the profile of volunteering in southern Africa as a tool for development and democracy. Helene Perold and Karena Cronin spoke about how VOSESA is interested in adding the South African volunteer’s voice to the Western- dominated discourse on volunteerism.

The workshop closed on a high note, with UJ being praised for its excellent coordination of the event. Participants eagerly discussed the next meeting in October. These meetings are definitely an excellent means of sharing knowledge and resources across institutions in the relatively new field of university volunteerism. It will hopefully lead to more regional collaborations in the future.

The workshop closed on a high note, with UJ being praised for its excellent coordination of the event.

17

“Community service and good citizenship are integral to teaching programmes.”

Faculties

ART, DESIGN AND ARCHITECTURE ECONOMIC AND FINANCIAL SCIENCES EDUCATION ENGINEERING AND BUILT ENVIRONMENT HEALTH SCIENCES HUMANITIES LAW MANAGEMENT SCIENCE

19 Faculties

“The first group painted cartoon animations on selected walls of the Helen Joseph crèche, while the second group spent time creating art with the children.”

Four portfolio workshops, one of which In the Service Learning component the Faculty of Art, was a sponsored workshop specifically for students split into teams and contributed participants from Soweto, were conducted to a series of workshops and interventions Design and in 2011. The portfolio workshops introduced with different community partners. prospective students to the requirements The three visual methodological tools Architecture of a creative portfolio, a prerequisite for for social change introduced to the admission. FADA information sessions and community were Photovoice, Paper organised school visits, aimed to provide Prayers and collaborative mural-making. FADA is one busy faculty when it comes information and counselling to prospective to Community Engagement and with their students, continued to draw learners, Photovoice uses photographs made by projects many lives and hearts teachers and parents to the Faculty. individuals in the community to stimulate were touched. the expression of narratives about their lives.

Community service and good citizenship HAMAKUYA Paper Prayers, introduced as a nation- are integral to the Faculty’s teaching wide campaign for HIV/AIDS awareness programmes. Students in all departments HaMakuya, a Venda chieftaincy situated by Artist Proof Studio in 1998, uses simple in the Faculty were required to near the Zimbabwean border and the Kruger printmaking techniques to encourage participate in at least one community National Park, is recognised as a national individuals to express their emotions about project during the year. A total of 30 poverty node. Basic infrastructure is sorely loss and illness. Paper Prayer workshops in community projects were completed in lacking and service delivery is low, with the past have proved an effective method of 2011. These included eight Community not a single paved road in the chieftaincy communicating about HIV/AIDS awareness, Research Projects (CR), 11 Organised and communal taps that often only supply bringing about sexual and behavioural Outreach (OO) projects, six Service water one day a week. Unemployment change using artistic methods. In HaMakuya, Learning (SL) projects and five projects is estimated at over 95% and the only Paper Prayers was used to consolidate that were a combination of SL and CR. substantive source of income is government learning in two HIV/Aids awareness events grants. The University of Johannesburg conducted in collaboration with Makuya The Faculty received 11 international Arts for Social Change Service Learning Clinic, as well as in workshops at one researchers and academics from institutions visit started with lectures and workshops primary school and two secondary schools. in the United States, Britain, Finland, to understand the social, economic, Mural-making lends itself to democratised India, Netherlands and Australia. Teaching political, cultural and environmental context art practice because it is relatively easy to collaborations were established with three of life in HaMakuya. After a dusty eight facilitate community participation. Working international institutions. Faculty staff were hour bus journey from Johannesburg, together with artists, community members well represented on professional forums the students gained an experiential can identify an advocacy message and with 11 members fulfilling leadership roles understanding of living in HaMakuya by present it creatively to wider audiences. In in professional bodies. Service to the participating in home-stays, taking part HaMakuya, collaborative mural-making took academic community was accomplished in the daily activities of the household. place in two schools in which the students by members of staff acting as assessors worked with a group of learners to create or moderators on 55 occasions. murals that celebrated the learners’ dreams

The Faculty received 11 international researchers and academics from institutions in the US, Britain, Finland, India, Netherlands and Australia.

UJ COMMUNITY ENGAGEMENT REPORT 2011

20 and aspirations towards a better future. The Make a Difference Project These experiences left the students filled The Make a Difference Project, a curriculum- with admiration and respect for the way in led project for HIV/AIDS posters and which the Venda people live under such multimedia campaigns, also made quite challenging conditions. They were moved an impact on students and community by the overwhelming generosity of their members alike. This competition invited hosts against a backdrop of considerable students to present posters or a multi-media material deprivation and poverty. project about HIV and AIDS related topics.

ARTIST PROOF STUDIO MANDELA DAY 2011

The wildly popular Artist Proof Studio, Mandela Day 2011 was a day that stood located in Newtown, benefits 80 financially out for the third year students from the disadvantaged students and between 30 Department of Visual Arts, who, along and 50 artists. This project, founded by with two senior Jewellery Design students Prof Kim Berman and the late Nhlanhla and 10 Interior Design members were Xaba, has grown from a small, rudimentary divided into three groups. The first group equipped printmaking studio to one of painted cartoon animations on selected the largest and most vibrant community walls of the Helen Joseph crèche, while and professional printmaking facilities in the second group spent time making art southern Africa. It accommodates up to with the children. The third group took the 100 students per year and hosts, publishes children into the eating area where they and provides print edition facilities and entertained the little ones with stories collaborative projects to many artists. and prepared food treats. The crèche The studio successfully addresses social principal and staff shared the delight of issues of HIV/AIDS, gender equity, OVT the children when seeing the colourful and xenophobia. The target groups images on their once drab walls, stating range from school children, orphans and that “God has answered our prayers”. vulnerable children, teachers, care workers, rural craft enterprises and art students.

“The crèche principal and staff shared the delight of the children when seeing the colourful images on their once drab walls, stating that ‘God has answered our prayers’.”

21 Faculties

THE EQUITY DEVELOPMENT DEPARTMENT OF Faculty of Economic PROGRAMME COMMERCIAL ACCOUNTING and Financial The Equity Development Programme The Department of Commercial Accounting (EDP) of the Department of Accountancy contributes to various community projects Sciences for African and Coloured students is such as the collection of food, clothing aimed at those studying towards the and educational items for the Tandanani CA (SA) qualification at undergraduate SAVF Crèche in Newlands; the UJ Mandela Many exciting projects were undertaken by and post-graduate level. Day; and the UJ ‘I am caring’ campaign. the departments in the Faculty of Economic and Financial Sciences in 2011, among them The students on the programme are the following: funded by the Thuthuka Bursary Fund, the TRAINING TEACHERS OF ECONOMICS National Students Financial Aid Scheme (NSFAS), the South African government The Department of Economics and DEPARTMENT OF ACCOUNTANCY and the accounting profession. Econometrics, in collaboration with the South African Foundation for Economic Charity projects were coordinated and and Financial Education (SAFEFE) and the executed by students in the Department of THE NATIONAL YOUTH BUILD US-based Council for Economic Education Accountancy. The aim of these activities (CEE), is involved in training teachers of is to promote responsible citizenship The Department of Finance and Investment Economics, by providing special skills among students. Management (DFIM) committed itself to needed for the teaching of this subject. a community initiative for 2011, working Projects include collection and distribution together with Habitat for Humanity The Department has been involved in of food, clothing, textbooks and stationery. South Africa (HFHSA) on a project the training of secondary school teachers called The National Youth Build. in Economics and Active Learning Strategies. Because teachers touch the SOWETO CAMPUS SATURDAY SCHOOL The Department’s target was to raise lives of so many people, this enables R91 000 to build a house for a family the Department directly and indirectly The Soweto Campus Saturday School for in Orange Farm. Approximately 50 to reach a large number of people. Commerce and Science students (grades individuals – postgraduate students 10, 11 and 12) is a partnership sponsored and staff members – participated in by De Beers Consolidated Mines, involving the building project in June 2011. INFUNDO TRUST the Departments of Economics and Econometrics and Accountancy. In the 2011 The Old Mutual Investment Group of Commerce class a total of seven learners GRUPO DESPORTIVO DE MANICA South Africa (“OMIGSA”) Infundo Trust shared 11 distinctions in Accounting, was launched in 2011 at the University of Mathematics and Economics. The DFIM continues to support Grupo Johannesburg. Its primary objective is to Desportivo De Manica, a football club address the country’s shortage of black in Manica, Mozambique, which seeks investment professionals and grow the pool THE SAICA@UJ PROJECT to create an integrated community of suitably qualified individuals in the asset club that uses sport for social good. management industry. The Trust covers The SAICA@UJ project is a grade 12 students’ tuition, books, accommodation, Accounting support programme undertaken The club was awarded an open piece of land travel costs and a general allowance. by the Department of Accountancy in adjacent to the town of Manica by the local partnership with the Science Centre (of the municipality in order to develop football Faculty of Science) and the South African fields and other social infrastructure. Institute of Chartered Accountants (SAICA). In 2010/2011 the DFIM assisted with levelling the first new football field. The project provided extra tuition to 102 students, from 16 schools, on the Soweto Campus – in English, Mathematics and Accounting.

UJ COMMUNITY ENGAGEMENT REPORT 2011

22 Metropolitan RAUCALL School, the Funda UJabule School and the Principal Network are the Faculty of Education’s three flagship projects for 2011.

The success of the school can be attributed The panel research, which was launched Faculty of Education to various factors, most importantly in 2010, continued in 2011. The bi-weekly the support from its sponsors and the column, which is written by the school and Department of Education. The teachers are UJ staff and has appeared in the community Metropolitan RAUCALL School, the dedicated, hard working and knowledgeable newspapers of Soweto since 2010, Funda UJabule School and the Principal in their respective fields. The school’s continued in 2011. In these columns issues Network are the Faculty of Education’s governing body is involved in all matters related to childhood education and care three flagship projects for 2011. related to the school. The majority of are discussed. Special attention is given to parents give their full cooperation. The how parents and other caregivers can assist The Faculty is the guardian of the pupils are well-disciplined and focused young children in making progress in school. Metropolitan RAUCALL GDE High School on their academic achievements. in Brixton, which had a 99% pass rate In 2011 the Faculty also reached out to since its first matric group in 1996, with an In addition to the academic programme, the Foundation Phase teacher education average of 80% of pupils qualifying with RAUCALL also offers a variety of co- community in South Africa in the form university exemption. Of the 500 pupils curricular activities – the school choir, of a Literacy Education Winter School, in the school, a total of 91 matriculated Olympiads and other competitions. They led by the eminent Harvard Graduate in 2011 with a 99% pass rate and 80% also take part in debating, chess and play School of Education (HGSE) scholar, Bachelor’s exemption. They also obtained a productions. Various outings are arranged Prof Catherine Snow. The initiative record number of distinctions: 143 plus five during the course of the year. Marietta involved 20 South African universities. distinctions for Maths Paper 3. Four learners Westerberg is the current school principal. obtained seven distinctions and two six. PRINCIPAL NETWORK The FET phase has a set curriculum of seven THE FUNDA UJABULE subjects: English Home Language, Afrikaans The Principal Network serves as a resource First Additional Language, Mathematics, The Funda UJabule School on the Soweto for principals and school leaders with Science, Accounting, Economics and Campus is unique in South Africa as it is a the focus on leadership related issues – Life Orientation. Maths Literacy is not training/research school. However, it does community-based research, service learning offered and AP Maths is available for those not only focus on research and training; and organised outreach. Several workshops interested. The aim of this curriculum is it also serves the surrounding community were hosted in 2011, aimed at developing to prepare the youth in the school for in terms of childhood education. In 2011 the leadership capacity of school leaders. tertiary study and professional careers. 163 learners were enrolled in the school, serving as a training site for 187 first year Faculty teams from the UJFE and the Supported by UJ and Metropolitan Life, and 55 second year UJ students in the BEd HGSE wanted collaboration in terms of RAUCALL was established in 1992 by the Foundation Phase degree programme. education leadership development in South then Rand Afrikaans University in an effort to The school will grow incrementally into a Africa. This resulted in an agreement to help learners from schools in the townships. fully-fledged primary school. Part of the jointly develop an education leadership Pupils were selected on the basis of their agreement between UJ and the GDE is intervention aimed at strengthening school aptitude for mathematics and science. that the school serves as a research site. and district leadership to support and

23 Faculties

improve the core functions of teaching SERVICE LEARNING OPPORTUNITIES and learning in schools. This intervention is designed to complement and enhance The Faculty’s main community engagement the current Education Management and initiative, linked to partner schools and a Leadership ACE of UJ. More importantly community organisation, provided Service it provides a continuum of learning and Learning opportunities to students. leadership development opportunities The purpose of the Service Learning, for school and district leaders. infused into undergraduate academic programmes, is to foster a sense of social The ultimate outcome of this collaboration and civic responsibility, while at the same between UJFE and HGSE is the Education time preparing them to become caring, Leadership Institute at the Soweto Campus accountable and critically reflective that will continue to offer support to practitioners. The members of this school leadership beyond the project. partnership system are Coronationville It was launched in 2009 to design and Secondary School, Lee Matthews Trauma implement a Leadership Development Centre, Elandspark Primary School, Programme for school leaders and district Westbury Secondary School, Unified officials in the Johannesburg Central Combined, Coronation High, Piet van District. Another objective was to conduct Vuuren, Vorentoe, Metropolitan RAUCALL, research on the intervention in the JCD Johannesburg Secondary, Sparrow in order to develop a model that could Foundation, Sparrow Combined, be replicated in other school districts. Hope School and Kingsway Centre for Concern and New Nation.

FACULTY TEAMS

The activities undertaken for the period January to December 2011 included: The National Department of Education and the unions addressed principals on the changes in the National Curriculum in September; co-hosting of three “Teachers’ upfront conversations” and a number of two-day workshops across the country. These included Behaviour Management, Leadership in Schools and Financial Management.

UJ COMMUNITY ENGAGEMENT REPORT 2011

24 The project targeted approximately 500 less fortunate individuals in the community.

training in a poverty-stricken region where Students were required to submit progress Faculty of there are mineral reserves for exploitation. reports to the lecturer in charge of the project. The target number of beneficiaries Engineering The project has successfully achieved was approximately 500 people. its objective and further goals can be and the Built explored for future implementation. The faculty continues to engage in a range of activities. Of strategic interest Environment The project is a joint initiative by Larenstein is the development of a student- University in the Netherlands and the industry engagement platform and Mozambican government targeting youths also a FEBE engagement programme The Faculty registered two projects with the and school leavers of the community. with underprivileged schools. Office of Community Engagement. The first initiative, a mining project, is an ongoing The University of Johannesburg's In 2011 the student-industry engagement organised outreach project that requires no involvement was and is to provide technical kicked off with an industry field trip to student involvement and is solely managed expertise and remain in an advisory Denel for top-performing students. by a lecturer from the Mining Department capacity once the Polytechnic is functioning Other key activities for the faculty were: and no project beneficiaries were defined. completely independently. The Polytechnic was successfully established and is fully t
Hosting of the Honorable Minister Edna The Civil Engineering Project involved operational. Since 2008, faculty members’ Molewa – South Africa’s Response to 200 students from the University involvement has been purely advisory. Climate Change; of Johannesburg in a teaching and learning initiative. The project activities t
Hosting of Cedric Gina, President of do not form part of a credit-bearing DEPARTMENT OF CIVIL ENGINEERING: the National Union of Metalworkers academic programme and student PROJECT MANAGEMENT CE PROJECTS South Africa – Discussion Forum on involvement was purely voluntary. The Transformation in the South African project targeted approximately 500 less The objective is to initiate projects Automotive Industry with the emphasis on fortunate individuals in the community. to address the needs of various less the role of education and training; Both projects were highlighted as the fortunate or less able communities. flagship projects for the Faculty. t
Women in Engineering and the Built Project Management students were required Environment Summit; TechnoLab School to make suggestions and implement various Programmes; DEPARTMENT OF MINING: short projects in and around Johannesburg MINING POLYTECHNIC that would raise funds and gather necessary t
Society of Women in Engineering and IN MOZAMBIQUE items that could address some of the Technology – high school tutoring; and needs of orphans and the elderly. The objective is to establish and develop a t
Reality TV series – Mindset Learn Channel. Polytechnic in Tete, Mozambique that will indirectly improve educational and skills

25 Faculties

to assess motor skills development and physically and emotionally, from the Faculty of how to address motor skills development session and the warm, caring environment by designing and presenting appropriate that the treatments are provided in. Health Sciences lessons. Optometry and Podiatry were also identified as very specific needs in the Netcare Rehabilitation Centre Riverlea community. These two departments in Auckland Park A total of 18 685 patients were seen by have collectively seen 714 patients in 2011, Approximately 18 Somatology students students in all clinics as part of their clinical with clinics open once a week. The patients were involved. Under the supervision of work integrated learning. This is almost all receive free consultations. Where glasses a lecturer, the students work on patients 1 000 more than in 2010. This excludes a and orthotics are supplied, it is done at of the centre, offering them massage further 2 937 patients that were screened cost price. therapy of the hands, feet, back, neck, during the reporting year. Students and head and legs. Massage therapy was clinicians also played a leading role in Johannesburg Prison for offered as a complementary treatment, providing services at sporting activities, Women (Somatology) above what was offered by the facility. The for example the 702 Walk, 94.7 Cycle From January to December, the consensus was that the monthly sessions Challenge, National Squash Championships Somatology Department was actively with the students assisted in improving the and marathons.Sustainable Community involved in the training of prison inmates patients’ state of health and well-being. Engagement activities remain an integral at the Johannesburg Prison for Women. part of the Faculty’s pursuit. Services Under the leadership of Dr Gabriel Francis, By enlisting the cooperation of the included free and subsidised screening for the Joy Bringers presented various Netcare Rehabilitation Centre and its indigent community members at different workshops to help develop employability facilities and time, Somatology students, clinics. Research and developmental work, of offenders and promote rehabilitation by equipped with their required products, together with the City of Johannesburg and providing inmates with skills for successful implements and skills to conduct the the Medical Research Council, was done reintegration into their communities. treatment, were active in making a under the auspices of the World Health difference in their immediate community. Organisation Collaborating Centre for Urban The spiritual transformation was the Health. The Faculty and the Department of starting point for all training. The Child Welfare Project Environmental Health remain key partners workshops focused on breaking the cycle The Somatology Department was of the WHOCCUH, with staff members of crime, reintegration and rehabilitation, also involved with fund-raising for serving on the executive committee. the empowering of communities and Johannesburg Child Welfare, under the the transformation of female inmates guidance of Mrs Karien Henrico, a full- and their families. Workshops on anger time lecturer in the department. The RIVERLEA PROJECT management and conflict resolution, students performed manicures, pedicures families and relationships, education and and massages on the social workers for The community initiative in Riverlea, life skills, emotional healing, computer R50 each. A total of R3 000 was raised together with the City of Johannesburg skills, entrepreneurship and HIV/AIDS for Johannesburg Child Welfare. and the Medical Research Council, continues were offered. The Somatology students to grow. A range of integrated services, provided a wellness component to inmates The EMC Response Unit including healthcare, health promotion by providing treatments such as massages, The EMC staff and students continued activities, early childhood intervention reflexology and teaching them proper skin to operate a primary response unit from programmes and activities to develop care. Certificates were issued to inmates the Doornfontein Campus, servicing capacity in sport within schools and the who had successfully completed all the the communities in and around the community, are hosted. The Department training and workshops throughout the year. Johannesburg Metropolitan area. This of Nursing offers ante-natal and post-natal is a pro bono service to any ill or injured care, vaccinations, immunisations, family Breast Care Clinic at Helen Joseph member of the community. The EMC planning, Pap smears and mother and child Hospital (Somatology) Department entered into discussion with healthcare. They are also involved with The third year students were very productive Gauteng Health to increase the number various educational talks and role-play at the Breast Care Clinic at Helen Joseph of operational ambulances and response at schools and centers in the area. Hospital, providing therapeutic reflexology vehicles operating in the Johannesburg The students from Sports and Movement treatments on the oncology patients. This community via the University. The Studies play a vital part in the early project has been running since 2007, and expanded project is due to be launched childhood development of learners at students are transported to the hospital and during the second semester of 2012. crèches. Their focus is on improving supervised by a therapeutic reflexologist fundamental motor skills, thus enhancing (Ms Carmen van Boomen in 2011), under the overall well-being of the children. hospital supervision of Dr Carol-Anne In 2011, 14 educators were trained in how Benn. Patients benefit immensely, both

UJ COMMUNITY ENGAGEMENT REPORT 2011

26 A total of 18 685 patients were seen by students in all clinics as part of their clinical work integrated learning.

Podiatry UJ Sport is also committed to a community The Podiatry Department continues programme in Manica, Mozambique. The to provide a service at a number most significant new development for GDM of outside clinics within the (Grupo Desportivo e Recreativo de Manica) Gauteng Public Health sector. was the inclusion of this programme as one of the 20 Football for Hope Centre hosts. In addition, Podiatry is one of the The process implies not only infrastructure programmes involved in the Riverlea development but also intense organisational Outreach Programme. Riverlea is learning. This programme is also supported one of the poorest communities in by the Laureus Foundation. The total Johannesburg and the screening number of participants in the various and healthcare services offered by activities (including life skills, football and the Faculty have had a meaningful computer literacy) was 6 980 during 2011. impact on the lives of the residents. Lastly, the Department of Sport and Sport and Health Sciences Movement Studies and UJ Sport became It is imperative for all UJ Sport units involved with the Faculty of Health Sciences to be engaged with communities. in the Riverlea community during 2010. Seven sport clubs, including athletics, basketball, cricket, football, golf, squash Unfortunately the progress was hampered and hockey, were involved in projects during 2011 as a result of a change in that focused on coaching, talent political leadership after the local elections. identification and coaches’ development. It is envisaged that the engagement The Biokinetics Clinic provided in future will support both education biokinetic services to senior citizens. and training, the research objectives of the UJ stakeholders as well as sport The different localities of these projects delivery to the community. Here, the were a variety of schools, as well interest mainly lies in early childhood as communities such as Westbury, development and the development of Diepsloot and Soweto (Grace Bible fundamental motor skills, which enhance Church). Some of the projects were the overall well-being of the children. offered at UJ facilities such as the AW Muller Stadium, UJ West sport facilities, A total of 14 crèche educators were Orban, DFC as well as the UJ Stadium. trained during 2011 in how to assess and Twelve staff members and 46 students address motor development by designing were directly involved in programmes and implementing appropriate motor where 7 405 individuals benefited. skill lessons. The year 2012 promises to see these projects grow into their own.

“Students and clinicians also played a leading role in providing services at sporting activities.”

27 Faculties

Community engagement is an integral part of most departments within Humanities, with staff involved in 32 Community Engagement projects.

its wing to generate income and to fight Research Objectives Faculty of Humanities poverty. They assist these communities To build civic capacity and active to transform biological resources, as well citizenship in Sophiatown; to explore how as paper waste, into handmade paper history, created by residents themselves, PHUMANI PAPER NOW HUMANITIES’ and paper products that can be sold. may serve as a catalyst for community FLAGSHIP PROJECT engagement; to facilitate organising Since its inception in 1998 it has developed processes for the uncovering of personal Taking on the administration of Phumani and produced market and trend focused and group histories; to explore how Paper in 2011 was without doubt products that are environmentally and people’s views of history change as they one of the biggest highlights for this socially conscious in terms of their participate in the project; and to reflect Faculty as Phumani Paper represents production process. It is Phumani’s belief on the ways in which universities, as one of the largest active community that its success in developing such products agents of such a process, can productively engagement programmes at UJ. relates directly to southern Africa’s broad facilitate community engagement. environmental and socio-economic The Faculty gives financial, infrastructure development agenda. and human resource support to the project. CE INTEGRAL PART OF HUMANITIES It is proud to support Phumani Paper as its flagship community engagement project. MEMORY, EXPERIENCE AND CIVIC Community Engagement is an integral ENGAGEMENT IN SOPHIATOWN part of most departments within Phumani Paper is a unique project as it Humanities, with staff involved in 32 addresses all three aspects of Community The Sophiatown project involves both Community Engagement projects. Engagement at UJ, namely Organised social research and a grassroots initiative Outreach, Community-based Research aimed at fostering reconciliation between These projects fall within the three pillars of and Service Learning. It can be used as residents of different races in Sophiatown community engagement at UJ. It included a site for academic research as well as and, by extension, the country. youth development programmes; pro a site for Masters and PHD research. bono family therapy; social work first-year The project was launched in February internship programmes; and involvement It is a Johannesburg-based NGO that 2009, the date chosen to coincide with with organisations such as Worldvision. focuses on the empowerment of women the commemoration of 54 years since the through entrepreneurship in rural areas. start of forced removals in Sophiatown. It manufactures a variety of paper Managed by Prof Natasha Erlank, this products, often on the cutting edge of project has the potential to transform handmade paper technologies, and is the the relationship between research and only producer of archival paper in SA. Community Engagement. It involves the co-creation of knowledge and research By reaching out and transferring skills and agendas, providing agency and identity for innovation, Phumani Paper supports the complex communities. It is an experiment 15 paper-making business units under in new ways of creating knowledge.

UJ COMMUNITY ENGAGEMENT REPORT 2011

28 The new modern and upbeat Law Clinic serves the community of the greater Soweto, and walking through the doors it is easy to believe their creed: We learn from the past to build on in the future.

objective had also been achieved in that hand and when all leg work is done, the Faculty of Law all three clinics are now run as separate law lawyer then takes the case to court. practices. Students are allocated to work at one of the three clinics for a semester, and At the Auckland Park Campus Mrs 30 YEARS OF EXCELLENCE we are satisfied that the experience gained Natasha Naidoo is the Clinic Principal, are almost identical. The same methods in Doornfontein Mrs Elize Radley and in UJ’s Law Clinic celebrated its 30th of practice are applied throughout. Soweto Mrs Alet Beyl. Mr Elton Hart is the birthday in 2011 and, as the cherry clinics’ attorney. All four are admitted and on the cake, opened its flagship clinic By working here students get the bigger practising qualified attorneys. Mr Eddie in Soweto – in a building that was picture of how a practice is run, how the Hanekom is the Director of the Law Clinic. specifically upgraded for this purpose. processes work and interlink. They are, for the first time in their lives, confronted Although the Director is extremely proud The new modern and upbeat Law Clinic with real people who are experiencing of the work the clinics do, the amount serves the community of the greater Soweto, problems. They expect the student to of potential clients unfortunately by far and walking through the doors it is easy to have the legal knowledge to solve those overshadows the amount of cases that believe their creed: We learn from the past problems. The Law Clinic shows them can be taken on. Manpower and a lack to build on in the future. This new branch that there is real hard intellectual as well of especially qualified lawyers helping lends a sense of permanency to the clinic. as physical work involved. We therefore on a pro bono basis, is a problem. also expect them to act as messengers in Continuity is also a problem with Although the Johannesburg Courts Clinic order for them to learn every aspect of the students writing tests and exams. had to be sacrificed in order to have enough running of a practice. The nightmare of staff available in Soweto, the director of time-management in an attorney’s practice Every campus clinic, except Soweto with UJ’s Law Clinic, Mr Eddie Hanekom, feels and working according to diarised events two, has only one lawyer to represent that the need among the less affluent becomes a reality to the students. They are clients at court. Another clinic attorney will, and poor in this area justified the move. confronted with the fact that our court rolls however, soon be appointed. Every law It can never be just another clinic. Here are stretched to the limits with cases and clinic is run as an independent professional the challenge is great and the staff and that a judge or magistrate waits for nobody. attorney’s practice and is recognised as students are constantly stretched to their such by its professional body. It applies limits due to the number of clients that They realise that law is about more than for and receives accreditation and seek legal assistance. In Soweto a lot of just seeing a client and appearing in certification annually under the rules of the cases related to fixed property disputes court. They learn how to take the theory Law Society of the Northern Provinces. and evictions are taken on, and also the law from the classroom to the practice. of property (for instance when a husband The Law Clinic and its theoretical dies and his family wants to take over). After seeing a client, the student opens a component reside under the Department file and from there the student is assessed of Procedural Law. In 2011 a total of 74 It is a constant learning process and a lot of weekly by the professional lawyer on the LLB students did their practical work at research is usually done before a case can work done. While assessing the student, the Auckland Park Campus, 60 at the be resolved. In opening this clinic a strategic the lawyer must make sure of the facts at Doornfontein Campus and 91 at the Soweto

29 Faculties Service at the Law clinic constitutes practical work and is a compulsory year course for final year LLB students.

Campus, under the watchful eyes of five drafting of pleadings, small claims courts attorneys. This total of 225 students is a and aspects of litigation techniques. far cry from the 162 students in 2007. Students deal with real cases and real clients and learn about the consequences The Law Clinics are seen as part of of the advice they give clients. UJ’s biggest success stories. They achieve two primary goals: Every student has to do 80 hours of clinical work in their final year, working with clients t
Clinical education of final year LLB who are either unemployed or earning less students. These students, in a real law than R6 000 per month. After graduation, situation and with real clients, must these students become an integral develop their ability to think analytically. part of the services run by the clinic. They are also made aware of practical consequences when theoretical UJ gratefully acknowledges the work done knowledge is applied in practice. by former students in order to further the (Service Learning); and aims of the clinic after they have started their law careers. This is the true clinical t
Delivery of free legal services to needy spirit that will uphold the constitutional members of the public in line with the ideal of access to justice for all! guidelines of the Law Society of South Africa.

Looking at the three clinics today, it is clear that they have come a long way since opening their doors to the public the first time in 1981 when UJ was still Rand Afrikaans University – from 18 students. The Dean of the Faculty of Law, Prof Patrick O’Brien, was among those very first students who rendered free legal service to the community. Today the clinic falls under the supervision of Prof Dawie de Villiers of the Faculty of Law, Department of Procedural Law. Service at the Law clinic constitutes practical work and is a compulsory year course for final year LLB students. It consists of six modules – communication, ethics, divorces,

“By working here students get the bigger picture of how a practice is run”

UJ COMMUNITY ENGAGEMENT REPORT 2011

30 t
Training and identifying teams for are responsible for improving the school Faculty of a soccer tournament; tuck shop by teaching food handlers proper food preparation methods. Management t
Contacting Google about developing a website for each school; DEPARTMENT OF INDUSTRIAL As one of the biggest faculties t
Approaching UJ to donate old computers PSYCHOLOGY AND PEOPLE (10 departments over the four to the 32 schools for staff usage; and MANAGEMENT (IPPM): campuses), this is also one of the INDUSTRIAL PSYCHOLOGY IN faculties spreading its wings most t
Creating email addresses for all A DEVELOPING ECONOMY regarding Community Engagement. the relevant staff. The primary objective is to provide small Of the 11 projects, 20% of them did not The target number of beneficiaries is and medium enterprises (SME’s) access provide for any student involvement and 32 000 individuals. Successful to specialised industrial psychology 60% of the projects involved 249 students implementation is based on an improved skills, knowledge and expertise that can from the University of Johannesburg. matric pass rate at the schools involved enhance productivity, profitability and The projects targeted approximately as well as the number of learners that competitiveness. The secondary objective is 37 782 beneficiaries, and 19 small and successfully enroll for tertiary education in to provide Masters’ students an opportunity medium-sized businesses. The Faculty the future. to apply theoretical knowledge to practical classified 27% of its projects as Service challenges before completing their studies. Learning, 53% as Organised Outreach Each student identifies an accessible SME and 20% as developing teaching and DEPARTMENT OF ENTREPRENEURSHIP and conducts an industrial psychology learning projects. No Community-based focused needs assessment. Students Research projects were implemented in A total of 746 learners were trained in design an intervention to address at least 2010-2011. Although 11 projects were the following three Divapreneurship and one of the emerging needs in accordance included in the assessment study for the Youth Business Leaders interventions. with their skills, knowledge and interests Faculty of Management, the following by means of a facilitated workshop. three are regarded as flagship projects. City of Johannesburg Business Plan Competition Students are also taken on an educational A total of 20 secondary schools around excursion, exposing them to the developing DEPARTMENT OF ENTREPRENEURSHIP: Johannesburg have been involved in the economy of Soweto. This provides them DISADVANTAGED SCHOOLS business plan competition for schools with with an opportunity to witness township life EMPOWERMENT 40 UJ students being trained as mentors first-hand and appreciate the purpose of by City of Johannesburg – Divapreneurs the module and the legislative environment The objective is to improve the grade and Youth Business Leaders. Thirty that protects employee rights, as well as 12 results in public schools. Ancillary learners from 20 different schools were the peculiar challenges that characterise objectives are to promote the culture mentored at SWC and APB, which means a developing economy. The project is of reading and research in schools; to a total of 600 learners were reached. targeted at 19 small and medium size promote environmental sustainability; and business enterprises in Johannesburg to teach personal success skills to pupils. The final (with eight finalists) was held at and surrounding locations chosen by the Dlamini Hall in Soweto. The event was each student involved in the project. SIFE elects two schools from each district sponsored by ABI, Khula, DBSA and The in Gauteng and in the six municipalities that Entrepreneur; and refreshments, transport have an overall pass rate of less than 50% for and music by City of Johannesburg. UJ grade 12 learners. These are disadvantaged did not incur any direct monetary costs. public schools with pupils of no less than 50. Poor pass rates have been attributed to a Sun City Correctional Services lack of resources and a school environment (Operation Daniel) that is not conducive to learning. A total of 120 learners completed the Youth Entrepreneurship in May and The project promotes reading, debating graduated at the end of June 2011. and sporting activities to identified disadvantaged public schools to improve This programme involved the Divapreneurs grade 12 results. Career guidance and and the Youth Business Leaders in the financial aid within the schools are also Department of Entrepreneurship. provided. A group of four students from the Faculty are selected per school to liaise and Brixton Youth Entrepreneurship Programme implement the project on behalf of SIFE. A total of 26 youth learners from this programme graduated at the end of Activities included: June 2011. The idea is to continue the programme, but this time with t
Updating libraries and starting adults as the target market. reading competitions; t
Developing learner guides on SCHOOL OF TOURISM AND debating and research skills; HOSPITALITY MANAGEMENT: SERVICE LEARNING AT EP BAUMANN SCHOOL t
Facilitating inter-school debating on the six SIFE pillars; The objective of this project is to improve the eating habits of school and pre- t
Hosting presentations on career guidance; school children at EP Baumann School. t
Growing vegetable gardens at First and second year students are the schools from donations received involved in establishing a vegetable from Johannesburg Fresh Produce; garden in the school. Third year students

31 Faculties

“It is the Science Centre’s ambition to demonstrate that, through individual and collective efforts, South Africa can produce young future scientists.”

the future scientists and engineers that action in a laboratory. However, many Faculty of Science South Africa desperately needs. schools lack the necessary laboratory facilities. With the Science Centre Mobile The Centre on the Soweto Campus Laboratory, UJ is able to conduct Science Science is involved in a total of 31 provides supporting and enriching experiments in the most remote areas. community outreach projects. Staff programmes to learners and educators members are encouraged to actively in its vicinity in Mathematics, Physical It is the Science Centre’s ambition to pursue engaged opportunities that will Science, Life Science and Geography. demonstrate that, through individual and benefit the community, will promote collective efforts, South Africa can produce scholarship, their discipline, faculty and It provides hands-on experience to young future scientists through an inclusive the University, and that will enrich their learners in our Physics, Chemistry, and non-elitist science centre that can academic experience and profiles. Biology, Geography and IT laboratories compete and collaborate with other science as well as exposure to a variety of centres – locally and internationally. exhibitions spanning various disciplines. SOWETO SCIENCE CENTRE: In this regard we would like to acknowledge TO BRIDGE THE GAP The principal activities of the our partnership with SASRIA Limited for Soweto Science Centre include: providing financial support since 2010. One of the highlights at the Soweto We would also like to acknowledge our Science Centre in 2011 was the mobile t
Teaching theory lessons in Mathematics, partnership with DST through SAASTA for science laboratory that was acquired Physical Siences, Life Sciences and their continued support through grants through a sponsorship by the Department Environmental Sciences; conducting for various projects and programmes. Our of Science and Technology. supervised laboratory and tutorial partnership with De Beers is bearing fruit, sessions; especially in the educators’ programmes This enables the Science Centre to and De Beers Saturday School. provide the necessary hands-on learning t
Teaching English for scientific experience in the experimental sciences communications and conducting The Sustainable Energy Technology to learners in schools that do not have computer training; and and Research Centre (SeTAR), under the the necessary laboratory facilities. Directorship of Professor HJ Annegarn t
Participating in and organising public (Department of Geography, Environmental The UJ Soweto Science Centre was talks, expo days, science days, career Management and Energy Studies), had established as a facility to address some guidance days, National Science Week, an active involvement in communities of the challenges faced by our country and other science related activities. where it demonstrated fuel-efficient and in the areas of Science, Engineering and safe stoves, fire safety and the use of Technology. Its aim is to provide access In collaboration with SciBono the Centre solar energy in low-income communities to the world of SET to local communities also assists in empowering and enhancing as well as energy efficiency in schools. and to provide a facility that focuses on the skills of Mathematics and Science bridging the gap between high school and teachers. Abstract science theories university Science and thereby training become alive when experienced in

UJ COMMUNITY ENGAGEMENT REPORT 2011

32 "e slogan: Only with knowledge can the youth of today adapt and create an environment that will survive the environmental mistakes that are made every day.

THE ADULLAM MISSION The slogan: Only with knowledge can the youth of today adapt and create The Adullam mission near Secunda in an environment that will survive the Mpumalanga, initiated by Dr Erna Bruwer, environmental mistakes that are Department of Zoology, aims to provide a made every day. Initiated by Dr Erna home environment, shelter and schooling Bruwer, Department of Zoology. for children of the area. Staff members of the Zoology Department visited the Other community services on a smaller mission in 2011 to identify an outreach scale were also rendered by departmental activity that will fall within the scope of staff – for example, tutoring primary and the research activities of the Department high school students, HIV/AIDS awareness, and will benefit or improve some of the outreach to high school learners (via key developmental aspects of the mission. Scientia@UJ) for recruitment purposes, Three components are explored, namely: assisting rape victims via the ‘Hand agricultural activities, the multicultural Bag’ project, and supporting a soup learner/staff environment and the diversity kitchen for disadvantaged children. of the socio-integration on the mission. Community Engagement – Service Learning, Community-based Research and Community PARKS ALIVE PROJECT Outreach – is a core academic function of the Faculty. As such the Faculty’s teaching, Students from around Westdene are taught learning and research competence is utilised different aspects of water ecosystems. to build mutually beneficial relationships They learn ecological, botanical and with various communities in areas of biological concepts through an application discipline strength and community needs. of practical findings.

The logo: A community is where the rainbow nation comes together.

Symbolic: The rainbow ending in the pot. The pot is an African tool to make food in. (In the African tradition).

Parks Alive Projects (PAP): Pap is a traditional meal enjoyed by all cultures in South Africa.

“A community is where the rainbow nation comes together.”

33

“The librarian provides information literacy training to each learner that received an access card to the UJ library.” Academic Support Divisions

THE LIBRARY DIVISION HUMAN RESOURCES PsyCaD DIVISION

35 Academic Support Divisions

APK LIBRARY: INFORMATION The Library Division LITERACY FOR RAUCALL STUDENTS Human Resources

Two projects were registered with the OCE. The objective is to provide free access to One project from the Training and The DFC Library project has been classified information with the goal of improving Development Unit within the Human as an ongoing Organised Outreach the literacy of grade 12 RAUCALL learners Resources Division was registered with Project as well as a developing Teaching that may enroll at the University of the OCE. This ABET project is an ongoing and Learning initiative due to its varying Johannesburg. A total of 20 access cards teaching and learning initiative and targeted activities. The project involves ABZ student are funded by PsyCad Division and made approximately 35 beneficiaries. The project volunteers. The APK Library project was also available to the school. The 20 learners is defined as the flagship project for categorised as an ongoing and developing have free access to the library; however the Division. Teaching and Learning initiative. The APK they are not given lending rights. The project activities are solely managed and librarian provides information literacy executed by a staff member from the training to each learner that receives Division. Both projects were highlighted as an access card to the UJ library. the Division’s core engagement activities. Project Title: ABET

Objective To improve the level of literacy and numeracy in the community and DFC LIBRARY: BOOK AND equip working adults with knowledge and skills to pursue career CLOTHING DONATION/MENTORING pathways that will promote lifelong learning. AND COACHING PROJECTS Activities Employees and community members are requested to complete a The objective is to instill a sense of social (completed and ongoing) ‘pre-ABET’ assessment. The assessment determines the level on responsibility in students and staff as well which the individual will start the ABET programme. as enhance literacy in the surrounding Training is based on communication and numeracy levels 1 to 4 communities. Various stakeholders and is facilitated through multi-media computer learning modules participate in charitable activities to and teaching. collect clothing for children and books to Once training is complete, individuals complete an examination via donate to public libraries and schools in the Independent Examination Board, and upon passing are awarded a the community. Project members also offer nationally registered NQF 1 qualification and may proceed to FET professional expertise with regard to literacy or NQF level 2 training. to establish a professional network between Assessment The project is evaluated through daily and monthly progress reports schools, universities and public libraries in as well as the results candidates achieve in their final examination. the greater Johannesburg area.

“The objective is to instill a sense of social responsibility in students and staff as well as enhance literacy in the surrounding communities.”

UJ COMMUNITY ENGAGEMENT REPORT 2011

36 PsyCaD Division Psycho-social and career services to PsyCaD t
PsyCaD always strives to contribute to partners in and outside UJ were enhanced, the optimisation of the functioning of t
During 2011, PsyCaD built on the expanded and deepened throughout 2011. the ADS Division by providing leadership multi-cultural learning community and forming partnerships with her sister and contributed to the transformation This is evident in the following: centres. During 2011, these relationships of UJ by actively participating in the were deepened and expanded; Transformation project, and by ensuring t
Quality academic and psycho-social high quality equity appointments; support services were provided to a wide range of stakeholders in order PSYCHOTHERAPEUTIC SERVICES t
PsyCaD contributed to UJ Community to enhance academic success and TO FIRST YEAR STUDENTS Engagement by actively engaging in a developmental progress; number of projects; and First year students utilised the PsyCaD t
PsyCaD provided a high quality Graduate individual counselling/therapeutic sessions t
PsyCaD generated an amount of R1 702 Recruitment Programme by means of the and constituted close to 25% of the total 366.34 during the year. Careers Portal, Thusanani project and number of individual therapy sessions career fairs on three of the four campuses; delivered to UJ students in 2011. During 2011, the Centre for Psychological services and Career Development (PsyCaD) t
PsyCaD actively participated in and In addition some First Year students also further consolidated itself. While the normal contributed to the UJ First Year participated in the PsyCaD therapeutic strategic and operational functions of Experience and First Year support group sessions, which consisted PsyCaD continued, 2011 was also the year Orientation programme; of a mixed group of FY students and of its Quality Audit and the development senior students. The majority of First year of the required improvement plan. t
PsyCaD also assisted in the Top Achievers therapy client referrals were self-referrals. project of UJ; PsyCaD has its own vision: the contribution to the academic project of UJ by delivering t
Therapeutic services to UJ students and PREVENTATIVE CAMPAIGN PRIMARILY world class psycho-social services to staff were expanded on all four campuses. TARGETING FIRST YEAR STUDENTS: UJ students, staff, faculties, as well The 24-hour Crisis Line became well- ANTI-RAPE AND DATE-RAPE as to members of the public – “being known and was increasingly utilised by there for you when it matters most”. students and staff of UJ. These services The Anti-rape and Date-rape campaign are available free of charge to students was launched to coincide with Women’s During 2011 the seven strategic thrusts and staff; Month in August 2011. The Department for PsyCaD, as identified for 2010 to 2012, of Audio-Visual Studies’ lecturers, Faculty became entrenched in the activities of t
The Office for People with Disabilities of Humanities, PsyCaD psychologists PsyCaD. These seven thrusts are to: (PwD) ensured high quality services and and WIL students were involved. optimal functioning; t
Pursue the optimisation of equitable The campaign, launched on all four UJ and sustainable service delivery on all t
The Office for Work Integrated Learning campuses, was successful due to a reported campuses and to all our clients; (WIL) ensured that tasks of WIL at UJ increase in students coming forward functioned optimally; requesting therapy related to rape issues. t
Intentionally pursue mutually collaborative and sustainable t
The quality of teaching and learning relationships with all stakeholders; experiences of Intern Psychologists, Intern PSYCAD PEER BUDDIES COMMUNITY Psychometrists, and Work Integrated OUTREACH PROJECTS t
To engage in relevant, continuous Learners were ensured; research as foundation for effective and The PsyCaD Peer Buddies are a group of efficient professional practice; t
The research culture of PsyCaD was students selected and trained by PsyCaD further developed and a number of to enable them to educate, empower and t
To be responsive to the dynamic and accredited journal articles, chapters in support their fellow students in their pursuit diverse nature of the higher education textbooks and national and international for academic and psycho-social success. landscape and our broader client base; conference papers of high quality were published. The Director of PsyCaD, Each of the four UJ campuses has their own t
To continuously improve the visibility, Prof G Pretorius, was invited by the Peer Buddies group. The Peer Buddies take accessibility and approachability of Milton Erickson Institute to present a part in community outreach projects PsyCaD services and staff; key-note address at the fourth World every year. Congress on Ego-State Therapy in t
To continually enhance the quality of Heidelberg, Germany; service, professionalism and ethical practice within PsyCaD; and t
The performance management process in PsyCaD was used in a developmental t
To create a sustainable and way and attempted to maximise the nurturing working environment motivation and effectiveness of staff, that fosters staff well-being. within a culture of transformation;

t
Quality and professionalism, as well as PROGRESS WITH RELATIONSHIPS excellence of service delivery according to the highest standards on all four Apart from the Quality Audit and the campuses, remained a priority; excellent report received – voted Centre of Excellence – 2011 was also a year in t
By effective marketing and the efficient which very good progress was made utilisation of Peer Buddies, PsyCaD and its in the deepening of relationships with services became entrenched in the fabric faculties, support structures, student of UJ and well known among relevant organisations and residences. stakeholders;

37

UJ External Partners also conducted – all in the loving and t
The high amount of merit awards enabling environment that has become earned by the Teboho Trust learners Teboho Trust: synonymous with Teboho Trust. Sports at their respective schools; and recreational activities are organised Young, Gifted as well as educational and fun trips. t
The professional and top university students that offer their time to & Bright Teboho Trust prides itself in empowering its tutor Teboho Trust learners at the children and community in order for them to Saturday Academy; realise their full potential and contribute to Teboho, a Sesotho name given to a child the greater society. The saying goes that it t
The children excel at sports and at birth, means “Thank you God for giving takes a village to raise a child, and Teboho’s other extra-curricular activities; us this person... this gift”. It is therefore a role in preparing a village for this vital role very apt name for an organisation that has is priceless. Its profile is thus fitting: “We t
The parent/caregiver/community given so much, empowering teens, children, are helping our villages raise our children.” ownership of Teboho Trust; youths and community alike. The brain child of one of the Community Engagement The overall aim is to provide an empowering t
The local and international media Advisory Broad new members, Jose Bright. environment that will incubate future leaders attention paid to the exceptional while at the same time building better family model used; Teboho Trust was informally started relations. Teboho Trust is a community- in February 2001 and registered as a driven organisation that relies on the time, t
The empowered caregivers excelling in South African Trust in April 2004. The donations and interest of others, making a their community-driven enterprises; organisation operates successful after- positive and substantial impact on school tutorials, holiday academic camps many lives. t
The strategic relationships and a Saturday academy for children maintained with public, private, and teens. Empowerment workshops are The achievements of this community-driven tertiary and NGO sectors; also run to build self-esteem in children organisation are many, but a few really and adults, as well as equipping them stand out in the minds and hearts of the t
An organisational culture producing with the much needed skills, tools and Teboho family: young and talented leaders; and strategies to cope and succeed in their environments. The Trust also conducts t
A 97-100% pass rate on t
More innovative programmes wellness workshops and provides matric results since 2004; highly sought after in the community nutritious meals to all those attending and beyond. the projects and activities. Personal t
Alumni learners attend and empowerment and social development graduate from top SA universities; are key issues addressed in many of the workshops. Small business development t
Excellent academic performances training and incubation for caregivers, by most of the learners involved youths and adults in the community are in the programmes;

“Thank you God for giving us this person... this gift.”

39 Support Structures; Art for Aids

“The biggest hope is to one day have enough space and resources to be able to assist everyone in need and share the Teboho Trust miracle with the many people who need it.”

In 2011, the 100% pass rate for the Teboho Trust matrics was definitely a highlight. David Rantho, a programmes manager, and Jose Bright, the founder of Teboho Trust, anxiously await the newspaper every year when the results are released, checking for the names of “their” learners. “Our learners” work very hard and our core of volunteer facilitators prepare them very well.”

Inspired by the success of the 2011 matriculants, this year students and their parents or caregivers flocked to the Saturday Academy, all hoping that one of the sought- after spots would be awarded to them.

Over 1 600 children and teens have benefitted from the programmes, projects and activities over the past 10 years and there is currently a waiting list of hundreds more. Unfortunately, not everyone can be accommodated due to lack of space, resources and funds. The biggest hope is to one day have enough space and resources to be able to assist everyone in need and share the Teboho Trust miracle with the many people who need it.

Over 1 600 children and teens have benefitted from the programmes, projects and activities over the past 10 years!

UJ COMMUNITY ENGAGEMENT REPORT 2011

40 It was a very successful initiative – 380 Art for AIDS entries were received. Of these, 130 were chosen to be printed for sale in Canada. UJ and Art for AIDS International are working together to raise awareness The students and learners were very about HIV/AIDS through art workshops. passionate about the project and everyone The art produced is then exhibited to involved felt the impact of the initiative. generate funds, which are ploughed They agreed that they had learnt a lot by back into the communities to support participating, but also agreed that there African projects. The aim is to educate was still a lot to be learnt about HIV/AIDS students about the causes and spread and the effect it has on society. Many of HIV/AIDS, and to relieve the suffering learners opened up and shared their own of those affected by the pandemic. experiences where their families and communities had been hit by the disease; Art for AIDS International is a Canadian many became orphans as a result. based organisation. The organisation runs workshops at schools, teaching our The initiative aims to change the volunteers the skill of collage-making as a stigma attached to the disease: means of engaging and creating awareness “Breaking the silence.” about the HIV and AIDS pandemic in Sub- Saharan Africa. The students are asked to explore their artistic insights about HIV and AIDS and its impact on society by creating original collages. They then share their insights with each other.

In this time of “HIV Fatigue”, especially among the youth, the concept of portraying knowledge, feelings and attitudes of HIV/ AIDS through art is a novel and expectedly effective technique to raise awareness.

The Art for AIDS International workshops took place from 12 March 2011 to 23 March 2011 at six schools in Soweto, Coronation and Parktown. Programmes, invitations and letters of request were sent well in advance to make the schools aware of the project.

“Many learners opened up and shared their own experiences where their families and communities had been hit by the disease; many became orphans as a result. The initiative aims to change the stigma attached to the disease: ‘Breaking the silence.’”

41 Charter for the CE Advisory Board

!the CEAB strives to develop a shared institutional understanding of Community Engagement and to increase an awareness of the importance of Community Engagement!

Charter for the CE 4. COMPOSITION 4.9. Community Engagement Faculty Coordinators designated by the Advisory Board The CEAB is appointed by the MEC, Executive Deans, serve as observer/ and is composed as follows: co-opted members; and

1. NAME 4.1. A member of the MEC 4.10. A representative of the UJSRC, who serves as Chairperson; designated by the UJSRC, shall serve The name of the Advisory Board is the as observer/co-opted member. Community Engagement Advisory Board, 4.2. The Executive Director: hereafter referred to as the CEAB. Institutional Advancement 5. FUNCTIONS 4.3. The Senior Manager 2. STATUS Strategic Partnerships; The specific functions that the board could advise on will be determined The CEAB’s functions and composition 4.4. Manager: Unit for after the Community Engagement are determined by the Management Community Engagement; Strategy has been discussed. Executive Committee, hereafter referred to as the MEC. 4.5. Two Executive Deans with significant 5.1. Advises the University on the service learning, community-based development and implementation of research and/or organised outreach the Community Engagement Strategy; 3. MISSION AND GOALS expertise, nominated by the Executive Deans; 5.2. Coordinates inter-faculty and 3.1. In accordance with the vision, mission, institutional-wide Community strategic goals, the core values and 4.6. Two Executive Directors Engagement initiatives; the legal and management framework nominated by MEC; of the University, the CEAB strives 5.3. Monitors and supports Community to develop a shared institutional 4.7. Head of the Quality Office or Engagement projects in faculties; understanding of Community a duly appointed nominee; Engagement and to increase an 5.4. Monitors and supports the University’s awareness of the importance of 4.8. Four representatives of stakeholder external stakeholder initiatives; and Community Engagement for the communities, with service learning, university in its interaction with community-based research and/ 5.5. Monitors and gathers data and its stakeholder communities. or organised outreach expertise, information of all Community designated by the Executive Engagement initiatives at the University. 3.2. The CEAB provides advice and Director: Advancement; coordinates reports to the MEC on all institutional Community Engagement activities and projects.

The CEAB provides advice and coordinates reports to the MEC on all institutional Community Engagement activities and projects.

UJ COMMUNITY ENGAGEMENT REPORT 2011

42 The Community Engagement Board strives to develop a shared institutional understanding of Community Engagement.

6. SCOPE OF AUTHORITY 8.4. Minutes of the CEAB are circulated to COMMUNITY ENGAGEMENT members of the CEAB and approved ADVISORY BOARD 6.1. Provides advice on institutional at the next meeting; Community Engagement The Community Engagement Board activities and projects; 8.5. A report of each meeting is submitted strives to develop a shared institutional to the MEC and the Senate Teaching understanding of Community 6.2. Liaises with the Senate Teaching and and Learning Committee; Engagement. Its goal is to increase an Learning Committee and the University awareness of the importance of CE for Research Committee on Community 8.6. Community Engagement must be the University in its interaction with its Engagement initiatives; and included in the Annual Report of the stakeholder communities. It provides University; and advice and coordinates reports to the UJ 6.3. Receives and considers reports on all Management Executive Committee on all institutional Community Engagement 8.7. Where applicable recommendations institutional CE activities and projects. activities and projects. by the CEAB regarding Community Engagement activities and projects This body advises the University on the must be referred to the Senate development and implementation of the CE 7. FINANCIAL MANAGEMENT Teaching and Learning Committee and/ Strategy; and in particular on the following: or the University Research Committee The CEAB has no financial resources for further consideration. t
Coordinates inter-faculty and at its disposal. Should a project of institutional-wide CE initiatives; the CEAB require financial support a request will be made to the MEC. 9. LIFESPAN AND DISSOLUTION t
Monitors and supports CE projects in faculties; The CEAB can be dissolved by the MEC. 8. MEETING PROCEDURE t
Monitors and supports the University’s 9.1. Members of the Executive Leadership external stakeholder initiatives; 8.1. The CEAB has at least two meetings Group serve by virtue of their office; per academic year and meeting dates t
Advises on institutional data and are set in advance; reflected in the 9.2. The SRC representative serves by information of all CE initiatives at the University’s year calendar; virtue of office; and University; and

8.2. Meetings are conducted in 9.3. Stakeholders serve for at least t
Receives and considers reports on all accordance with the University’s three years and are re-appointed by institutional Community Engagement Guide for Effective Meetings; the CEAB. activities and projects.

8.3. A quorum is 50% plus one Amendments approved by MEC The Board met in May and October 2011. of the CEAB membership; 21 June 2011

“Its goal is to increase an awareness of the importance of CE for the University in its interaction with its stakeholder communities.”

43 Conclusion The focus will be on the active implementation of high-impact, flagship projects for the benefit of our community partners.

The following are the key performance Conclusion for Community Engagement in 2012:

The University has experienced signifi cant t
Monitoring the placement and active growth in the area of Community implementation of UJ Community Engagement. In 2012 there will be a Engagement projects across the drive to encourage all UJ stakeholders four campuses; increasingly to recognise and implement CE as the institution’s third core function. t
Providing support for Service Learning;

The focus will be on the active t
Managing CE Board meetings; implementation of high-impact, fl agship projects for the benefi t t
Promoting CE institutional events of our community partners. and activities; and

t
Providing marketing and communications support for all CE activities.

THREE STRATEGIC THRUSTS FOR COMMUNITY ENGAGEMENT

At least 10% of all academic Address the developmental programmes to incorporate service Increasingly recognise and needs of communities by learning efficiently and Cost- Implement CE as UJ’s third providing them with access to the effectively in their curricular by core academic function University’s intellectual capital 2020 from the current base of 4%

“The University has experienced significant growth in the area of Community Engagement.”

UJ COMMUNITY ENGAGEMENT REPORT 2011

44 THE 2011 UJ ANNUAL REPORT IS PUBLISHED BY INSTITUTIONAL ADVANCEMENT’S CORPORATE COMMUNICATION DIVISION CONCEPT, DESIGN & LAYOUT BY THE NEW BLACK (UJ ALUMNI) UJ 2011UJ

COMMUNITY ENGAGEMENT REPORT ENGAGEMENT COMMUNITY I care for my community, therefore I choose the University of Johannesburg.

2011 COMMUNITY ENGAGEMENT REPORT

WWW.UJ.AC.ZA