DEPUTY VICE-CHANCELLOR: ACADEMIC Reflective Report 2020

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Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy

FACULTY OF DENTISTRY OF FACULTY EDUCATION OF FACULTY FACULTY OF ARTS AND HUMANITIES AND ARTS OF FACULTY SCIENCES AND HEALTH COMMUNITY OF FACULTY DEPUTY VICE-CHANCELLOR (ACADEMIC) Reflective Report 2020 Report Reflective (ACADEMIC) VICE-CHANCELLOR DEPUTY DIRECTORATE OF LEARNING, TEACHING AND STUDENT SUCCESS (DLTSS) SUCCESS AND STUDENT TEACHING LEARNING, OF DIRECTORATE CENTRE FOR INNOVATIVE EDUCATION & COMMUNICATION TECHNOLOGIES (CIECT) TECHNOLOGIES & COMMUNICATION EDUCATION INNOVATIVE CENTRE FOR ARTS THE PERFORMING CENTRE FOR ACADEMIC PLANNING UNIT ACADEMIC UNIT ENGAGEMENT COMMUNITY FACULTY OF LAW OF FACULTY SCIENCES NATURAL OF FACULTY FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES AND MANAGEMENT ECONOMIC OF FACULTY

Contents

page 2 PROF VI coping with its impact on our lives and the health of ourselves of health the and lives our on impact its with coping while project, academic the in knew we thought we what of lot a rethink us made pandemic unforeseenThe pandemic. COVID-19 an global with grapple to had we did, organisation and extraordinaryan year. Thewasyearevery2020 person otherAs 1.1 DEPUTY VI and our families. DEPUTY VICE-CHANCELLOR (ACADEMIC) PROFESSOR VIVIENNE LAWACK I N T RO D UC R V T ION IENNE LAWACK eflective

C E-CHAN

C the by supported portfolio, the within positioned faculties centrally seven are The endeavour. this of heart change the at being lie and agents, justice social to commitment deep a with of co-creators are students, our of success and excellence the that and members knowledge staff academic and Performing students and our that notions Engagement the are project academic Community the to Central Arts. as well as Age, Digital the in University the Planning, Teaching,Academic and 2019, includes the Centre for Performing Arts). Arts). Performing for Centre the of includes 2019, as which, (CEU, Unit Engagement Community and (APU), Unit Planning Academic (CIECT), Technologies Communication approach and decision-making during the COVID-19 pandemic COVID-19 the during academic decision-making and our approach of overview an contains Report Reflective This the complete 2020 academic year to and start the 2021 academic year timeously. managed we how and project academic the on pandemic the of impact the on fully reflect to not remiss be would it pandemic, ongoing ofthe effects cataclysmic the Given directorates within this portfolio. support professional academic the with together of the seven faculties at the University of the Western Cape (UWC), to reflect on the state of the academic project, through the lenses intended is Report Reflective (Academic)DVC consolidated The Reflective Report, which I consolidate, adding my own reflections. Since 2017, every Dean and Director within my line has compiled a at portfolio DVC largest the is portfolio (Academic) DVC The 1.2 THE DV in the next IOP. To this end, this report includes: innovation for opportunities and accelerated, or consolidated be (IOP2016—2020), including successesthe and work need that to done during the course of the current Institutional Operation Plan work pertinent most the ofself-evaluation a as well as 2020, in R ELLOR: well as the four directorates. 2016—2020. making during the pandemic. eport 2020 C ( A CA D AC EMIC) POR A D T EMI FO L IO C

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T U P CEU A CIEC (Acting) Learning, Teaching and Teaching Student Success Student Dr Vanessa Brown Vanessa Dr Dr Subethra Pather Subethra Dr Prof Priscilla Daniels Priscilla Prof Dr Juliet Stoltenkamp Juliet Dr | Reflective Report 2020 Report | Reflective

S OR T IREC D

A xec P xec oordinator E C EMIC Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy in decisive action being taken among institutional leaders as they tried to grapple with the sudden change. In order for the institutional leadership to develop a strategy that was holistic, resilient, equitable and student-centred, it was imperative that evidence-based support be offered to staff and and learning. teaching with online students engage to An evidence-based decision-making approach the UWC leadership to rely on available evidence, analyses and encouraged facts to develop university guidelines for learning, teaching and to ensure was objective The crisis. assessments during time a of that university leadership did not take for granted the resource disparities that exist, not only among the student population but also among university academics. Evidence was gathered from students and staff in two stages. First, data was collected second, second, later in the semester, data was collected on staff and The The collection of data at the different stages allowed UWC students and to staff to support and plans evidence-based provide in a staggered manner to ensure relevance as we were dealing unknown. the with D ACA : o-ord. & o-ord. ducation ducation C C E dministrator Freda Daniels Freda Janine Fielies Janine A DV cademic Projects: Dr Anita Maurtin Anita Dr Director: Strategic Strategic Director: Dr Subethra Pather Subethra Dr A Catherine Cebindevu Catherine ffice ffice O ontinuing ontinuing Teaching and Learning Specialist and Learning Teaching C S EAN D

T S EMEN G Y S R ION CIENCE T S IEW TS ST I MANA AW L S L T V L CH AR & UCA CIENCE EN D S URA ER E D T ontext and background ontext Prof Michelle Esau Prof Prof Neil Myburgh Neil Prof Prof Anthea Rhoda Anthea Prof C Prof Jacques de Ville de Jacques Prof NA OV Prof Monwabisi Ralarala Monwabisi Prof Prof Rajendran Govender Rajendran Prof Prof Michael Davies-Coleman Prof ECONOMIC The organogram below depicts the structure of the portfolio: the portfolio: of the structure depicts below organogram The to to support the academic programme at Following a later stage”. his announcement, most universities announced their intention higher higher education institutions (HEIs) to begin preparations online teaching and for learning that “may need to be put in place schools on 18 March. On 17 March 2020, the Minister of Higher Education announced that universities would close until 15 April instructed also Minister the time, this At recess. early an for 2020 the first case of COVID-19 had been detected and in on the 15 country March, the President announced a national state of disaster, followed by various measures, including the closure of 1.3.1 1.3.1 On 5 March 2020, South Health Africa’s Minister confirmed that teaching during the 2020 COVID-19 pandemic follows (Dr Subethra (Dr follows pandemic COVID-19 2020 the during teaching 1.3 An overview of our evidence-based approach to learning and resulted in universities transitioning in a rushed manner from their their from manner rushed a in transitioning universities in resulted on 16 April 2020. on 16 The unprecedented lockdown due to the COVID-19 pandemic page 4 students of (41%) majority did not The feel crisis. confident, giventhe their during lack of online resources. learn to continue could lockdown period. Only 36% of students were confident that they confident the during learning how online in engage to ability their i.e. in theywere learning, online remote to tuition to-face the face- from whether shift dramatic to the for prepared was related student average question this asking in concern Our online engage to Confidence which to work. in environment home conducive a of having confirmed 73.7% students of total A off-campus. when activities academic in engage they in which could quiet relativelyand private and safe was that place appropriate an had they if students asked We environment Conducive access to the internet through their preferred devices. afford to unable were they that indicated students the of 51% dailybasis, a regard accesson affordable With to internet to the Affordability at platforms home. and materials learning online to access no had students of43.9% remaining The home. at connection internet Just over half of the students (56%) indicated having access to an Internet access students would face difficultiesinmany onlinelearning tasks. of 30% about that established survey the laptop, a to access regular had or owned respondents of 69.6% Since respondents. activities. Alaptop preferred was byfor learning 70.0%online learning of online for phone mobile a use to preferred students of 23.4% only phones, obile m owned students most Although Device preference the internet. to connecting of capable not were devices their that respondents indicated the of 15.7% However, a tablet. 8% a 7% laptop, and a desktop to access regular having or students owning of reported 69.6% whereas device suitable any own not did (1.2%) minority small A smartphones. owned (92.9%) students the of majority The device. suitable a to access had or owned either (98.8%) respondents all almost that indicated results The network device and Device capability connect to ownership a to the survey. the in probed were of indicators following The788). 23 = (N university population student entire the to online administered was survey The lockdown. national the of announcement the of hours 48 within administered was survey university first The readiness for onlinelearningengagement 1.3.2 U nderstanding students’ resource

Data bundles were provided to 58% of the university’s students university’sof the 58% providedtowere bundles Data September.of end bythe one received had laptop a requested mid- by students to September (28% of all students). UWC reported that all who laptopshad 691 5 provided university The Student National were 60% Financial Aid Scheme(NSFAS) students. number, this Of data. and/or devices requesting responded, students 699 7 of total A data. who would need the university to provide them with laptops and students of numbers the determine Surveyto Deviceswas and Data the of purpose The learning. online in engage adequately information on students’ needs for data and device resources to from students 335 1 of total A knowledge e-learning. navigate and to required skills technological the of levels their as well as learning online in participation for required resources the to engagement in online learning during the pandemic, their access students’ of quality the of survey comprehensive a was which 13 962inSeptember. in the same period: 14 748 students in July, 13 544 in August and period of lockdown. students’ that were pivotal the to how the university organised itself issues during the and several fore the pandemic to brought findings The the environments. of to adjusted realities be the would consider project academic the how informed captured evidence the particular, In lockdown. the of start the continuitybusiness universityatresponse a frame leadership to the enable to basis a provided survey initial this of results The needs: data and findings 1.3.3 n uut 00 te HT omsind ntoa survey national a commissioned DHET the 2020, August In all, whereas about 22% did not participate fully in online learning. the first semester confirmed that 8% did not participate online at UWC’s 8%. in assessment as online in participation students’ for data internal UWC for percentage the reported DHET The engaged.fully not be sectorbyuniversitiesreportedto were the across students of 29%) to 0% from (ranging 7% of average an and Science the 2020 academic year. In this briefing, Education, the DHET indicated that Higher Technology on on the steps taken towards successful completion of committee portfolio parliamentary the Education to briefing Higher a presented (DHET) ofTraining and Department the 2020, October 23 On findings 1.3.4 access remotely learning materials. not could they that indicated respondents) tdn ad tf eprecs f nietahn ad learning and teaching online of experiences staff and student U U nderstanding student andstaff resource nderstanding student success: data and page 5

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ssessment principles: informed by the by informed principles: ssessment A academic or any other grounds. other any academic or learning and/ to conducive an environment to access of lack with additional will be provided resources the required or opportunities. assessment and credible. authentic and moderation, and external internal online delivery. lecturers, lecturers, which was not possible during the 2020 programme. academic The guidelines provide for campus resources to be available to residence-based irrespective and of the particular programme commuting approach to blended students learning. The blended learning and teaching approach should address infrastructure and resource during 2020, challenges once our smart buildings have been reconfigured. experienced Academic Planning (SAP) and Senate. Planning (SAP) Academic Although the majority of UWC students learning in engaged 2020, many in did online so under difficult with circumstances, 8% of our students not participating and about 22% only partially participated in online learning. more and The wider a for allows guidelines approach blended development UWC’s of inclusive approach to student participation because it allows students to learn through digital and online media as include also can well approach This teaching. as face-to-face traditional a range of technologies and the deployment of both physical and virtual resources to suit different purposes, learners contexts. and The blended learning approach opportunities uses face-to-face to teaching facilitate students’ and transition to online learning, and to allows some physical university contact with Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy and teaching for 2021 for teaching and provided 2020 in UWC at followed approach evidence-based The All decisions a principled basis. from to proceed the opportunity the academic online to programme in moving 2020 with regard followed proper protocols through the institution’s governance 1.3.9 1.3.9 and context data Changing UWC’s assessment plan in a decisive manner once already distributed to students, pandemic, because of was the COVID-19 an assessment criteria took exceptional into account the situation. three ‘Is’: inclusivity integrity, and immediacy. UWC’s Care and compassion were online at the which included: principles, guideline the assessment of core blended learning possible for Guidelines 1.3.10 cademic staff: challenges cademic staff: cademic staff: positive experiences positive cademic staff: A A infrastructure and resources. infrastructure assessments. approaches. around assessment due dates. assessment around from lecturers and tutors. and lecturers from consultations. for platforms). other ‘campus life’. ‘campus multiple obligations. connectivity). electricity). academic work. academic 1.3.8 1.3.7 1.3.7 Curriculum issues Curriculum Readiness for online learning for Readiness 1.3.6 Students’ challenges Students’ 1.3.6 and resources Infrastructure 1.3.5 Students’ positive experiences positive Students’ 1.3.5 during during the pandemic demonstrated the following positive and staff. academic and students of experiences challenging page 6 etns fcs ru dsusos n bekwy sessions, breakaway and discussions group focus meetings, hall town during consultation age’.intensive Afterdigital the in university ‘the on was other the and century’ twenty-first the in graduate ‘the concerned paper One UWC. at process Paper ofweGreen werepart the tasked Papers’as ‘Vision to writetwo At the beginning of the current Institutional Operating Plan (IOP), 1.4.1 AN 1.4 S the future positioningof flexible learningand teaching at UWC. into insight provided has experience the academics, and the pandemic. Although there were challenges for both students resiliencein facethe ofby upheavalsunleashed and traumathe completing the academic year, thereby demonstrating successfullyincredible to committed were students and staff UWC that vulnerabilities the showed data The students. of and staff by faced understanding challenges and an by informed were decisions and guidelines policies, the that COVID-19 ensured that basis the during teaching principled a on action decisive take to UWC enabled pandemic and learning evidence-based to an approach following how illustrates reflection This 1.3.11 infection and their impactsonpossiblescenarios for 2021. of‘waves’further possible including pandemic, oftrajectorythe with online learning in 2020, while recognising the unpredictable as the evidence-based learnings arising out of UWC’s experience well COVID-19,as by posed health public to risk continued the consider year academic 2021 the for framework proposed and approach teaching and learning blended proposed draft The for the institution. The methodology followed was also through also was followedmethodology The institution. the for project academic the for plan strategic 2016— a developing IOP by the 2020 to effect give to process inclusive an led We the accomplish not would objectives set outin White Paper 3of 1997. learning any without teaching change, but spoke to the main reason we are in higher education: philosophical a teaching’,onlyand not provided‘learning which A key shift under Goal Two in the IOP 2016—2020 was the shift to section 1.4.2.3), this hasbeen taken onboard constructively. as such (see below pedagogy, elaborated As pedagogy. of and literacies waysmultimodal new as well as connectedness cross- digital in central changes consequent a with IOP, the became in theme age’ cutting digital the in ‘university The by Senate andCouncil inDecember 2016. newthe Charter of Graduate Attributes. Thelatter wasapproved and teaching and incorporating new elements to pave the way for a focus on excellence and student success, research-led learning D O T C

I verview RA M oncluding remarks PL T E EMEN G IC I N T A T E T ION G RA T E D P L ANNIN G

success, professionalisation of teaching and learning, improving learning, and professionalisationofsuccess,teaching and access epistemological provision, learning flexible learning, context plays acentral role, as well as the effect of technology in In terms of the IOP 2016—2020, the graduate in the 21st-century on learning andskilfulnessof graduates in the 21st century. focus a and Attributes Graduate the by amplified 2, Goal in pillars key the of one form success student and Excellence 1.4.2.1 Excellence andstudent success of the IOP are: The four key priorities that we focus onin the 2016-2020 Goal2 the students’ capacitiesaschange agents in the 21stcentury.” enhances which and transition, in society a of and globalisation of challenges the to responsive contextually is that experience teaching and excellentlearning “Toan foropportunities provide Our Vision inGoal Two of the IOP is: 1.4.2 Vision and hl rprig n hi atvte wti te olwn areas: following the within activities their on reporting while Dean/Director, respective the by provided pandemic overviews through the during and experience Faculties their on priorities. reflect strategic directorates these to relation in progress made and priorities, strategic key and vision systemic the on is focus the below, reflection the In faculties. the of each in challenges or issues burning and priorities strategic ofthe grasp good a developed have we plans, faculty the into input giving Annual and rolling Deans IOP.advising the Throughto aligned now two-yearare Plans, as well as plans, five-year faculties’ turn, In line. my within directorates and faculties all of those as well as Office, my of plan operational annual two-year the of the IOP 2016—2020. The five-year plan informs the deliverables DVC the of implementation (AcademicPlan) 2016—2020, the alignmentin with Goal the Twoof of end the nearing are We stakeholder consultations were clearly indicated andextensive. project/driversand task teams. Theprojects wereinclusiveand as the project sponsor, but the projects were implemented by the (Academic)DVC the had Projects Apex the of Each dashboard. evaluation and monitoring a and charter project drivers, a teams, task respective with each Projects, Apex of the in development resulted This students. including line, my outside within and participants of range broad a with discussions focus groups and meetings hall town sessions, breakaway intensive K ey Strategic Priorities page 7 atural Sciences atural N | Reflective Report 2020 Report | Reflective

5 4 6 3 Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy faculties. The approved students are invited to participate AEP. in the The AEP is designed around monthly and four lunch-time quarterly meetings residential sessions that take place during a weekend. Two lunch-time face-to-face meetings were held between the end of January and the end of The initial February meeting 2020. was attended by 32 students and the final March. the end of 34 by was the cohort of number 1.4.2.1.1 The Accelerated Excellence Programme (AEP) Programme Excellence Accelerated The 1.4.2.1.1 Now in its third year, the Accelerated Excellence Programme (AEP) was introduced to UWC in student 2018 retention as as well as a in alignment with component UWC’s Reward of and Recognition The Strategy. purpose of the programme is to provide high-performing second-year students with essential work. of world the changing for skills The major criterion for participation is academic achievement groupthe profileof equitythe However, study. of year firstthe in high- as regarded are participants AEP’s The considered. also is performing first-year students across the faculties who are not necessarilytopachieversfaculty.thetheirEach Dean in reviews and approves the selection of students from their respective went into the retention of students. As part of Operation Student Student Operation of part As students. of retention the into went were: deliverables key Success, not not only during their undergraduate (UG) years, but postgraduate (PG) also studies. In for 2017 and 2018, renewed energy 5 5 umber of candidates per faculty, 2020 faculty, per candidates of umber N igure 1: igure F 6

inclusion. Within UWC, the Senate Academic Planning Committee thestatus teaching of and learning, incorporating research with learning (scholarship of teaching and learning), anddevelopments national including social justice, citizenship and social camps. Faculties are employing strategies to retain students attributes. Some of the mentorship, peer learning, interventionssummer/ winter schools and boot include additional tutoring, The approval of the graduatetheapproval Theof attributes Council December inby 2016 paved the way for the embedding of the new graduateattributes and further embedding of the previous graduate high-impact modules) and a growing outputs number focusing on the of scholarship of research teaching and learning. Specialists in all faculties, dedicated programmes, teaching development a real learning, commitment the decrease of so-called ‘killer to modules’ (also called embracing blended learning and teaching and to improve student success. Some these advancesof include theworkexemplary Deputydone by As far as pursuing excellenceconcerned, allthe faculties and academic professional in support learning and staff teaching have put is in great efforts to enhance the quality of our regulatory framework is complied with, so that theconcentrate onthe substantial, SAP i.e. academic,can issues. support the goals of the APU and the university system. The system of academic reviews functions well. a We established Regulatory Committee in 2016 which ensures that the stringently managed and administered. functions The are administrative performed excellently, in ways that serve to page 8

Number of Candidates Number of Candidates 4 1 1 1 A 4 2 rts 1 F 1 1 1 F igure 4:Gender andhistorical racial category across faculties, 2020 2 1 1 igure 3: CH 3 1 2 1 1 S F igure 2:Gender of candidates per faculty, 2020 H istorical racial categories across the faculties, 2020 Dentistry 2 2 1 4 1 2 2 1 2 E 1 1 1 1 ducation 3 2 4 2 1 2 2 1 1 EM 2 2 1 1 5 S 3 2 1 Law 3 2 1 5 1 1 N at. Sciences N N at. Sciences 2 1 1 1 at. Sciences 2 1 1 1 3 2 page 9 | Reflective Report 2020 Report | Reflective

Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy is to identify and implement a full-stack data warehousing and business intelligence solution. A data catalogue will be created to integrate various sources of data from across the institution. This will facilitate the sharing of data and provide a self-service query and reporting facility for the analysis will facilities of Dashboard also be and offered with supplemented student data. workshops. training and analysis reporting management, data A A UWC Student Success Committee (SSC) in August was 2021. constituted The SSC is a Academic sub-committee of Planning the Senate Committee (SAP) chaired (Academic), by which the forms DVC part governance structure. The SSC has a total of 40 members who of the institutional represent all facets of student formal support and academic services at UWC, including representatives from the student units, financial support aid, student residences, ICS IT support services, student registration and administration, library, writing centre and student representatives and Deputy Deans from all seven faculties. The formation this of committee has brought about a UWC. at success student assess to lens holistic and collaborative ongoing and monitoring implementation, the for responsible is It development of Phumelela@UWC projects that are aligned to the UWC Student Retention and Success Framework approved while term a once meets committee This Council. and Senate by regularly. will meet more groups working as analyst data institutional an appointed we 2020 November In part the of Phumelela@UWC to project lead data analytics and evidence-based work on student success. The analyst’s work started in earnest An 2021. January the in initial focus project of every second month and every has completed its project 2020—2021 plan. action presented on 5 November 2020. The focus was on ethical issues ethical on was focus The 2020. November 5 on presented when working with learning analytics. Elliott Tony from SAIDE did a presentation on the seven guiding ethical principles that institutions should consider when use planning of learning the analytics in systematic education the joined development. just had we This as participants, was UWC for useful particularly Siyaphumelela partnership. Our take-away from the workshop sessions. The sessions were very interactive and informative. We We and informative. interactive very were sessions The sessions. used our institution’s data on high-priority (at-risk) modules as our sample data to learn and understand how qualitative and quantitative data could be used to examine and understand student success. The sessions provided UWC participants the at workshop with an enhanced view to and identify, report know, on use data to inform student success will initiatives. certainly make use of these We skills in 2021 as we analyse our data. student The ‘Ethical use of Data’ workshop was well attended and were hosted by SAIDE on hosted were 7 by The objective and 14 2020. October of the workshop was to support South African universities student to improve to analytics data student of use the investigate student student representative and the four and UWC Development (Student DVC and Phumelela (Academic) DVC The leads. project Support) co-chair the committee. This committee meets once and guidance on deliverables of the the Phumelela@UWC project. The implementation, committee coordination comprises members of and UWC’s senior executive committee, a A A UWC Steering Committee was established to Phumelela@UWC oversee project. the The committee provides oversight African African Institute for Distance Education (SAIDE). We initiated the project named Phumelela@UWC and made good progress period. the reported in its goals achieving towards 1.4.2.1.2 Phumelela@UWC 1.4.2.1.2 a received We grant from the Kresge enabling Foundation UWC to join the Siyaphumelela Network 2.0 initiative of the South residentials will take place after the June vacation, subject to the to subject vacation, June the after place take will residentials protocols. COVID-19 the prevailing and lockdown students students and the 2020 AEP cohort will act as the pilot group the outstanding that is intention The this process. mentoring for by two by more at the beginning of 2021, leaving 30 candidates in the current cohort in which all the faculties are still represented. UWC alumni have availed themselves to mentor current appreciated appreciated the skills they developed and the varied ways they method. the ‘e-portfolio’ use to be able would followed 2020 October by programme the exited candidates Two workshop workshop on ‘developing an e-portfolio’ that was by the CIECT facilitated team. The AEP students found it insightful and infections infections in South Africa and attendant lockdown restrictions. would cohort AEP the that 2020 we resolved these reasons, For continue in the programme for 2021. These students did a experiences as ‘rose and thorn’ concepts. concepts. thorn’ and as ‘rose experiences The planned residential before the start of the 2021 academic year could not proceed due to the second wave of COVID-19 their their bonds as a team between one meeting and the next such as committing to daily exercise and discussion of their lived that that the attendance rate of these meetings was always more than 80%. The candidates shared their lockdown experiences and engaged in activities with each other and to strengthen In the light of the pandemic and lockdown, the AEP monthly lunchtime meetings were scheduled online. It was pleasing building, bonding and cohort formation. This proved crucial as week following the announced was Africa South in lockdown the then. by formed bonds had and many and interviewing skills as well as the interpretation of the reports reports the of interpretation the as well as skills interviewing and candidates had received from the The self-insight time assessments. at the residential also laid the foundation of team the candidates completed the assessments by 5 March 2020. 2020, March 12—15 during place took session residential first The presentation on focused session This candidates. 26 by attended Continuous Continuous improvement of the content is a hallmark of the programme’s design. The residential component was reviewed to include a self-insight assessment that was done online. All page10 n poie spot n avc drn te Siyaphumelela the workshops andregular planningmeetings. during advice and support provided and trained well and knowledgeable very was coach Our 2021. and Prof VanPletzen, we forplan ourweredraftaction able 2020 to of assistance the With resources. and literature relevant topics, learnt a lot from her sharing critical real-life examples on relevant and development opportunities and ideas within our project. We into project our down break segments. This helped to us to identify our organisational howstrengths on advice and setting objective with assisted also She project. Siyaphumelela the of expectations the to regard with guidance and support provided Profwith meeting coach.our initial Van Atour with she Pletzen, meetings several had We UWC, useful. was Pletzen, to van Ermien Prof allocated coach Siyaphumelela the of support The try andconnect with our incoming first-year students: Phumelela@UWC first-yearproject,threeproduced pre-orientationwereto videos the Within connected. students first-year keeping in factor key a were faculties in mentors and officers transition the of services support the pandemic, COVID-19 the During students. these among belonging of sense a securing institution, the to connectedness first-yearstudents’ enhancing in instrumental been has It mentors. and officers transition as a in learning higher into transition student first-year inclusive all fouralthough institution the areleads involved projects:all in Four UWC leads were identified to lead a particular project within culture. institutional the to central be to success student for advocates that approach an to lead could This culture. ‘under-preparedness’ institutional on focus a to and shift instead and ‘deficiency’ from student us prevent on will focusing principle this Following context”. and agencies macro-societal and institution student, of in nexus the success student “Defining principle, second the to in relation especially mind, in keep to document key a is Framework Success and Retention Student UWC’s that acknowledge we Finally, workshops. that the and SSC the in pleased included should were were students we data?’ respect, to this In access considered. has be always ‘Who and collected?’ is data ‘Whose this questions the ways thought We UWC. the at out played and history inequality, of history important country’s the were given questions ethical these that acknowledged We topic. this with extensively engaging started had recently only and partner new a was UWC since especially questions, ethical with of engaging importance the confirmed we was that regards especiallywith challenge, a wasproject new a on online and remotely working 2020, in partnership Siyaphumelela the to new being UWC to addition behind’.In left was student ‘no was to move UWC’s academic project online, while ensuring that of our Phumelela@UWC Action Plan was delayed as our priority The COVID-19 pandemic created many challenges. The planning the influenced that success factors of our 2020activities: primary the were following The well worth taking into our new IOP, including: However, the project has already provided lessons that would be disregarded. being sometimes boundaries time professional and personal and Student Success Committee aspartof the institution’s page 11 | Reflective Report 2020 Report | Reflective

took took the form of a virtual concert by our Centre for Performing members. and affiliate students Arts staff, UWC Besides has successful. be to high students our enable expectations to support of academic students and provides the the approximately R15 million committed to fund enhancing the have we support, academic of forms other and learning peer tutor, transition introduced officers in each faculty to help with student programme programme ended with ‘UWC Creates’, which focuses on the creative talents of UWC students and staff. UWC Creates 2020 Teaching and Community Engagement at UWC’, which and resulted Community Engagement at UWC’, Teaching in the first Academic Achievers Awards function being held in October This 2017. has become an annual event, with the fifth 2021. July for virtually scheduled function Awards Achievers At the Academic Achievers Awards event, the Excellent Faculty Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy are are awarded to the nominees of the faculties. The Faculty pandemic, the to response in evident was teaching in innovation award. Teacher Innovative the Most will include Awards the 2021 The top first-year, final-year and honours year performers Assessment Assessment Policy, drawing from the lessons learnt during the pleasing. very is pandemic, We introduced a Reward and Recognition framework to further foreground excellence and student success. This includes The The Engagement Excellence Awards individuals recognise and and teams who reward excel at integrating into engagement the teaching and learning, research the university. and Two institutional awards scholarship are made, of namely the and Award Engagement the Excellence Engagement Excellence Award. Team From March 2018, we added an annual Schools Reward Recognition and event, to community our in involved recognise schools five top and the as well as schools, reward our top feeder initiatives. engagement In addition, we started Academic Week in 2017, initially means as to a ensure that academics could grapple academic issues, but also faculties for and support professional with topical cross-faculty greater to led has This work. their showcase to staff awareness and collaboration and at the virtual 2020 Academic student as such themes, pertinent most the discussed we Week, also awarded. are students transparency and accessibility within the institution. within and accessibility transparency the use of data across different institutional divisions to to institutional divisions different across data the use of Apex Apex Projects and the status of many has of moved the from red Apex to green, Projects indicating that they are now in the phase the implementation of faculties. of in the Most ‘DNA’ 1.4.2.1.3 Progress on other excellence and student success success and student excellence on other Progress 1.4.2.1.3 initiatives Much progress has been made in the implementation of the enhance student success. student enhance The The data will result in a holistic approach to support students including first-year students and students at risk. Initiatives will to support mentoring and psychosocial provide to developed be to find reasons for their impact on student performance. Findings performance. student on impact their for reasons find to from the data will ultimately enhance the effectiveness of the modules. and students at-risk support to designed interventions as well as modules that have a high impact across a number of programmes. Our primary focus will be data the interrogating and success student on impact significant on modules with disaggregation disaggregation of data) to identify modules that significantly impact on the completion rates of large numbers of students, We We are identifying UWC’s ‘high high-impact’ priority/ modules. More data exploration needs to be done (including systematic page12 needs to beconsolidated andaccelerated in the next few years. engagement of scholarship The 2021. in Report Engagementof a publish will and Report Engagement of Scholarship first our but that community engagement matters. In 2020, that we published evidence-based, ensure only not we is and research engagement teachingcommunity and learning our in infused is as but research, communityengagementother words, In scholarship. integrated and teaching and learning alongside place a lot of our energies have gone into ensuring that it takes a pivotal engagement first is one of the core functions of the the academic project, at engagement 2017.Communityin EngagementColloquium communitySince of scholarship the foregrounding effort to reduce the attrition rate, which is too high. this through their Implementation Plans and we hope embed to to see faculties more to up is it place, in now frameworks the With budgets are teaching aligned to prioritising and excellence learning faculties’ and student success. the addition, In Project. Apex Success’ Student ‘Operation the under Programme Experience but the scope and frequency of these need to be expanded. some faculties, student research seminars are already taking place, In 2020. from papers research student best for awards faculty supportingsome beganWe mass.critical a ensure to it expand andresearch ofengagement of level and extent thedetermine undergraduaterequiresconveninglevelstudentworkshopto an Researchundergraduatebynext the happen,studentsbut does faculties. all include to phase pilot the from learning the broadening is which 2, Phase in is and progress significant made has project The students. undergraduate our of skills research and thinking ol o wr ad h acmayn sil st rqie for required sets skills accompanying the and the work in of both world change, rapid by characterised is era digital The the frequently used ‘Fourth Industrial Revolution’ or ‘4IR’. lately,economy,revolutionand digital digital era, society, digital digital e.g. effected, are that changes the of extent the or locus large a on and number of people. societyVarious designations are used ofto describe the institutions all on work, and life of areas all on impacting are ourdevelopmentsoftime digital The 1.4.2.3 Learning with technology critical citizenship andsocialgood’. and learning lifelong collaborativesolving, problemcreativeand within the holistic overarching enabling attributes of ‘scholarship, of the IOP. One of the graduate attributes refers to our graduates I alluded above to the shift to ‘learning and teaching’ in Goal Two 1.4.2.2 Research-led Learning and Teaching interested with worked tirelessly has and time its of CIECT ahead The is 2016. until learning basis opt-out’ ‘opt-in, electronic an on occurred an iKamva, had management system built on a Sakai platform, blended learning already UWC While ‘Flexible Technologies’‘Emergingand the and Plan (Academic) through the inclusion of strategic priorities, as well as in the DVC We have firmly entrenched learning with technology in Goal Two changing context in which they will play their respective roles. they are enabling their staff and students for the new and rapidly howenvironment and changing a in themselvespositioning are clear that it is imperative that universities deliberate on how they becomes it and learn, to have students and staff technologies new of range the and students of expectations different very sometimes the newand interact.the Addthis studentsto staffand in and academic which of work, terms in base of knowledge the of world expansion the in progressing and entering into the onlinedomain with accredited programmes. directlyentered that HEIsotherof experiences compared the to especially wise, strategically and tactically proved programmes accessdomain via online UWC’soffering.entryproductintothe as new online projects that have not traditionally been part of its programmesaccredited of addition the affect and impede may ease of integration across all platforms and to identify factors that for systems its test to opportunity the it afforded programmes UWC’s entry into online programmes via the Online MDP/ SMDP under falls which learning, online of that is element third The Health Sciences andDentistry. apt using to AR/ Naturalas such Sciences,VR, Community and increasingly available to the faculties and particularly those most be will which iKamva on library VR AR/ our of integration the the developed has CIECT within The classroom’. the VR), in VR ‘AR/ (AR/ scope Reality Virtual Reality/ Augmented and Things of Internet the technologies, immersive of issues with age technological this in grappling also are we Secondly, Faculty of Natural Sciences in2020. labs that theyscienceimplemented learning with the the virtual TeachingUK a InnovationAwardforachieving for team her and academic staff and students. I also congratulate Dr Stoltenkamp our assisting forin them effortsliketheirthank to tireless would I and online move to had we when backbone our was CIECT below). report reflective CIECT’s the also (see pandemic the of result a as createdgrowth of the indication good a gives Report users (students and staff) of iKamva, as well as the increased the as well as iKamva, of staff) and (students users unique of number the through learning blended of take-up the see to heartening is It practice. of community active resulted very a in which champions’, learning ‘blended departmental page 13 | Reflective Report 2020 Report | Reflective

our intention at this event to showcase CE and examples Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy inclusively and comprehensively shape the future of UWC. UWC. of future the shape and comprehensively inclusively This project was launched in January 2017 with the assistance of a task team of eminent and academics input from students. within An exciting part the of the project university is the with students staff, café and conversations’ ‘courageous alumni that we initiated in 2017. The courageous café methodology conversations is an adaptation of the world café methodology. These are conversations based on the systems perspective and the notion that new knowledge is generated through dynamic and conversation sharing facilitated a experiences of by process of collective intelligence. To date, we have had five alumni of of UWC. In the aftermath of the campaign, #FeesMustFall this to attempt the in journey important an as identified was process and facilitate relevance within the South African context. The posters presentations, and discussions an provided opportunity to discuss innovation in engagement within research, teaching, the curricula context and of community. Furthermore, it was (government, partners and students staff, by UWC at citizenry of sector). the private NGOs and the project with the Senate Research and Ethics The next committee. level was to consolidate and share the findings of the the with alumni, with those especially conversations, courageous the university. of management senior In 2019, I appointed a small task team to draft a for transformation and ‘framework renewal of the curriculum at The UWC’. were Renewal and Transformation Curriculum for Principles draft discussed at Academic Week 2020 and led to the drafting of the CWC Curriculum Transformation and Renewal Framework, currently under consultation with all our stakeholders. The next years would, few be therefore both this accelerating project and impact. a systemic will have which its outcomes, I alluded to the scholarship of engagement (see section 1.4.2.2 ‘Research-led learning and 2017, Prof teaching’ Priscilla Daniels and above). I hosted the In first engagement is Colloquium. community Since (CE) Engagement Community October being of attribute graduate the and UWC of ethos the to integral ‘locally and globally engaged the citizens’, two-day colloquium was held with the theme of community ‘(Re)thinking/creating as part engagement the Apex The at of objective Project. UWC’, of the CE Colloquium was to explore engagement at reflection UWC critical encourage to in stakeholders, our with partnership the inputs emanating from the courageous conversations with alumni and to reported back Senate and Council in 2019 and to the during virtual conversations courageous two through alumni event. alumni ‘homecoming’ virtual 60th anniversary The sessions held in discussion around 2017 the and transformation of 2018 curriculum and scholarship facilitated the of pertinent engagement provided rationale preliminary for data developing a and research proposal and registering belief belief system that makes UWC unique. history, In we need synthesising to this identify what we take we forward can and leave what behind as we move towards shaping the future Reconceptualising Reconceptualising the intellectual identity of UWC in an era of process a through facilitated is Africanisation and decolonisation of revisiting the history and synthesising the core values and changing world of work. work. Social and world changing responsiveness of social justice these initiatives. underlie all attributes attributes in the curriculum Graduate of Charter a Senate new and above, Council approved and co-curriculum. As stated Attributes in 2016, which will need to be revisited in light of the decolonisation decolonisation and internationalisation of the curriculum, and ‘internationisation-at-home’ as strategic thrusts bigger project that will enhance the embedding of the within graduate the the Apex Project, ‘(Re)creating an intellectual identity for UWC’, Africanisation, transformation, to pertinent issues includes which broader sense, but particularly transformation and renewal of the of renewal and transformation particularly but sense, broader seriously. very curriculum, One of the largest undertakings that I led during this IOP was build an equitable society in alignment with the constitutional enhance to obligation ethical and moral a as well as imperatives, the in transformation advancing in role my take I transformation. commitment commitment has to be that universities should be such a lever by giving meaning to a distinctive academic role that helps to sense of their knowledge generation and dissemination roles, can either the reproduce patterns of inequality that continue to shape our society or they can be critical levers of change. The key key element of the broader processes of political, social economic transformation and of our society. make Public they which HEIs in manner in the and South practices their through Africa, and transformation/ renewal of the curriculum of renewal transformation/ and Transformation of higher education in South Africa forms a stream funding. stream identity intellectual thinking UWC’s 1.4.2.4 (Re)creating/ online education during the course of the new IOP period. This is This period. IOP new the of course the during education online an exciting space and one where we can expand on access and taught postgraduate programmes, and also increase our third- system for both our continuous education and online education continuous our both for system accelerated be should offerings programme online The offerings. in the new IOP and, as a university, we will need to invest in and to systematically manage the many new adjustments of accommodating new systems typically associated with online modules. It is we to pleasing that are implementing note such a the online domain are to find solutions between the processes followed by ICT, Student Administration and Student Finance five five to six units cooperating in a context. collective in a previously manner never experienced However, the challenges faced by UWC to successfully enter In taking the university into the online domain, a invaluable lessons number have been of learned. It is an underestimated, complex and time-consuming process, which involves at least page14 F Table 2. Targeted Appointments Table 1.Report on Talent Stewardship Programme, January 2021 reports contains the detailsof these programmes. following The Plan. People our of parts essential Targetedare and ProgrammeTalent OurProgramme AppointmentsStewardship 1.5.1 Talent Stewardship Programme and Targeted followed suitin2018. The detailsof our peopleplanninganddevelopment programmes follow below. lines executiveOther tool. management and planning useful a become had it as portfolio (Academic)DVC the within directorates The process started with faculties developing their own People Plans in support of the strategy and was broadened to include all the 2016—2017.in academy Frameworkthe for Planning People new a led we Department, Resources Human the with conjunction In 1.5 PEO embedding of these projects within the DNA of the faculties. was ‘Consolidate, Accelerate andInnovate’, inanticipation of the startof the new IOP process. Ilook forward to the continued I also thank the drivers of the Apex Projects who so willingly andenthusiastically implemented the projects. Our theme for 2020 September-Brown who worked so tirelessly on this report. we published UWC’s first Scholarship of Engagement Report in digital format. I would like to thank Prof Priscilla Daniels and Ms Pearl 2020,event.In annual OctoberoccurcolloquiumThe2021. an becomefourth in will has CommunityThe ColloquiumEngagement draft principles for community engagement at UWC through collaboration. to and UWC at forUWCCE enhanceat future. to partners the provided colloquium opportunityCE criticallyTheengage with the to ofpart Asprocess, the createdweopportunity the for courageousprinciples forresolutionsa conversationsand distilling on session

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Dev. Programme – Level Programme Dev. – Level Programme Dev. Dev. Programme – Level Programme Dev. Gender Gender R

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aculty – Department aculty aculty – Department aculty aculty – Department aculty aculty – Department – aculty Department F F F F To date, no further information has been received with regard to Mellon appointments at UWC. at appointments Mellon to with regard has been received information further no date, To Table 6. 2017 Posts previously approved – areas identified by Dean of Arts and Humanities, November 2017 Arts and Humanities, November by Dean of identified – areas approved previously 2017 Posts 6. Table *NOTE: An offer was made to a candidate for the post of retiree Ms TV Mabeqa, Arts and Humanities Faculty - Xhosa Department. The offer was not accepted, April accepted, not was offer The - Xhosa Department. Arts and Humanities Faculty Mabeqa, TV Ms retiree the post of for a candidate to made was An offer *NOTE: was vacancy current as a approach Stewardship Talent the use to decided not Committee Appointments the but re-advertise to an opportunity was There 2017. available.

Table 5. Summary of Appointments made during the reporting period, 1 April 2016—31 March 2017 March April 2016—31 period, 1 the reporting made during Appointments of Summary 5. Table Table 4. Summary of Appointments made during the reporting period, 1 April 2015—31 March 2016 March April 2015—31 period, 1 the reporting made during Appointments of 4. Summary Table Table 3. Summary of Appointments made during the reporting period, 2014—2015 the reporting made during Appointments of Summary 3. Table page16 There was an opportunity to re-advertise but the Appointments Committee decided not to use the Talent Stewardship approach as a current vacancy was available. was vacancy current a as approach TalentStewardship the use to not decided Committee Appointments the but re-advertise to opportunity an was There *NOTE: An offer was made to a candidate for the post of retiree Ms TV Mabeqa, Arts and Humanities Faculty - Xhosa Department. The offer was not accepted, April 2017. Table 10. Summary of Appointments madeduring the reporting period,1 April 2016—31 March 2017 Table 9. Summary of Appointments madeduring the reporting period,1 April 2015—31 March 2016 Table 8. Summary of Appointments madeduring the reporting period,2014—2015 Table 7. Summary of Talent Stewardship Appointments atUWC F Religion & Theology F F 7. Faculty of Dentistry 6. Faculty of Economic &Management Sciences 4. Faculty of Community &Health Sciences 3. Faculty of Education 2. Faculty of Arts &Humanities 1. Faculty of Natural Sciences F aculty –Department aculty –Department aculty –Department aculty –Department

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page 17 Associate Professor Professor Associate Professor Associate Professor Associate Professor Associate Professor Professor Professor Professor Professor Professor Associate Professor Associate Professor Associate Promotion to to Promotion Professor Associate Professor Associate Professor | Reflective Report 2020 Report | Reflective

ame Johannes Peyavali Sheefeni Peyavali Johannes Terblanche Judith Ann Florence Maria Martin Dawnette Penelope Smith Ricardo Mario Michelle Glenda Botha Shahied Soeker Mogammad Savahl Shazly Mohamed Nadia Amiena Bayat Karriem Abdulrazak Abdullah Bayat N Michael Rink Bradley Sisa Ngabaza Wittenberg Hermann Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy

Promotions Process’ and we the tweaked have to year process every ensure that

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aculty EMS EMS EMS EMS EMS Dentistry CHS CHS CHS CHS CHS CHS Arts & Humanities Arts & Humanities Arts & Humanities F Table 11. Ad Personam Personam Ad 11. Table All the successful candidates have gone through this process and we have seen the quality of the professional portfolios improve 2016. since tremendously 1.5.2 1.5.2 In 2016, we initiated the ‘Nurturing more engagement happens between the candidates and their Deans and Deputy Deans prior to the formal promotions process. page18 Professor Associate Professor Senior Research Chief Senior Natural Sciences Natural Sciences Natural Sciences Natural Sciences Natural Sciences F aculty Officer Officer

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N 1 1 3 2 1 1 2 Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy 3 3 1 1 1 umber of candidates per faculty, 2019 faculty, per candidates of umber N umber of candidates per faculty per phase, 2019 per faculty per candidates of umber N 2 igure 5: igure F 6 1 1 igure 6: igure F 1 1 1

andidates C of umber N All faculties, except the Faculty of Dentistry, have nGAP candidates in their staff complements. complements. staff their in candidates nGAP have Dentistry, of the Faculty except faculties, All accepted accepted a post at another institution after three years of being in an nGAP position at UWC and the being appointed. before the process other from post withdrew the position is for primarius identified vacant as the To date, To UWC has been awarded 20 nGAP positions from Phase 1 (2016) to Phase 5 (2020). The institution opted the institution. in the candidates not consolidate to 2020 the period of to use to 6 in order Phase submit for proposals There are currently 18 filled nGAP positions with two posts to be filled. The reasons for these vacant posts are that one candidate 1.5.3.1 New Generation of Academic Staff Programme (nGAP) (nGAP) Programme Staff Academic of Generation New 1.5.3.1 1.5.3 People Development Programmes Development People 1.5.3 The people initiatives development in the portfolio (Academic) the are DVC new Generation Academic Programme Staff (nGAP), of page20 completed their PhDs. A candidate from Phase5completed her PhD at the endof 2020. PhD completion of nGAP candidates: three candidates completed their PhDstudies prior to beingappointed to the nGAP positions. Two candidates of Phaseone UWC was awarded five nGAP positions for Phase7and the recruitment for these positions will commence in the second term of 2021. Number of Candidates NNumberumber ofof CCandidatesandidates Number of Candidates 4 1 1 1 3 2 1 2 1 F 1 1 igure 8:Gender andhistorical racial category per faculty, 2019 1 1 F igure 7:Gender of candidates across faculties, 2019 1 1 1 1 F F 1 1 1 igure 9:PhD completions per faculty igure 9:PhD completions per faculty 2 1 3 3 1 1 1 1 2 1 3

3 1 1 1 1 1 1 1 1 1 1 N N at. Sciences at. Sciences N 2 2 1 1 1 1 4 2 at. Sciences 4 1 4 2 F M emale ale page 21 frican A emale - emale F | Reflective Report 2020 Report | Reflective

PP candidates PP F 1 1 1 at. Sciences at. N at. Sciences at. N 1 Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy PP - per phase - per PP F igure 10: igure F 1 1 igure 11: Gender and historical racial categories per faculty of the of faculty per categories racial and historical 11: Gender igure F

The figures below depict demographic information about the UWC candidates in the programme. the programme. in candidates UWC the about information demographic depict below figures The 1.5.3.2 Future Professors Programme (FPP) Programme Professors Future 1.5.3.2 This programme is funded the by DHET and the coordinated by of Stellenbosch. University UWC had one candidate in Phase One (2021). Two in Phase the programme for applications their in successful were candidates UWC two and (2020) page22 information on the group isgraphically describedbelow. take place virtually on online platforms. By the end of the year, two colleagues had left the employ of UWC. The current demographic work on four specific projects to be presented at the end of the course. Given the lockdown situation, the meetings were scheduled to their reports. The group also met to develop a provisional schedule for the modules and groups were also formed in those meetings to November, the candidates earlyhad an In opportunity assessments. to meet self-insightin one-on-one the consultation of sessions completion with the as consultants well who had as generated formation cohort introduction, the for used was session initial instruments. The self-insight of battery a completing by 2019 October in programme the commenced cohort2019/2020/2021 The 1.5.3.3 Programme for Academic andProfessional Leaders (P4APL)

Historical Racial Category Gender A 1 rts 1 F igure 13: CH 1 1 1 3 S C andidates across faculties/ unitsandhistorical categories Dentistry 1 1 1 3 F igure 12: E 1 1 ducation C 1 1 andidates per faculty/ unit 1 EM 1 S 1 IA 1 2 Law 1 1 1 N at. Sciences N 2 1 at. Sciences 1 2 page 23

hite oloured frican ndian I W C A frican A ale - emale - emale - emale- emale- M F F F F

1 2 | Reflective Report 2020 Report | Reflective

at. Sciences at. N 1 1 chievement 1 A T utcome/ utcome/ UNI Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Support opportunitiesfor attendance, conference of staff development in agility academic staff’s enhance to and courses programmes O being monitored. tutors Impact of be to wil continue achievements term back-long feedback Positive and monitored. recorded 1 LTY/ FACU 1 1

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istorical istorical H and Gender ategory C acial R M Supporting academics as teachers as academics Supporting engagement community transformation, Tutor enhancement Programme enhancement Tutor Programme Experience First-year Project/ Project/ Table 12. Projects supported by UCDG funds in 2020 supported by UCDG 12. Projects Table that we use the grant to fund a substantial part of the implementation of our strategy. strategy. our of the implementation part of fund a substantial to the grant use we that to learning goal relating IOP UWC’s of the to achievement support a critical resource were the DHET from funds UCDG received The and activities. projects teaching learning and following the funds assisted The teaching. and In 2015, we reorganised the usage of the Teaching Development Grant (TDG) to make it more effective, which led to insights into our our into insights to led which effective, more it make to (TDG) Grant Development Teaching the of usage the reorganised we 2015, In ensuring thereby Projects, Apex the with projects UCDG our aligned We Grant. Development Capacity University new the for proposal 1.6 1.6 funded projects (UCDG) Grant Development Capacity University 1.6.1 Workshops were arranged despite the new way of working. The cohort participated in a workshop on the ‘Higher Education landscape’ landscape’ Education ‘Higher the on workshop a in participated cohort The working. of way new the despite arranged were Workshops Education’. leaders in Higher for mindset an Entrepreneurial Developing of Importance on ‘The and another page24 Table 13. HDI funded projects: implementation implementation of the proposed projects. However, all the projects have already completed someelements of implementation. The funds from the HDI projects within this portfolio were primarily identified for use as seed funds for benchmarking for the successful 1.6.2 H Continuing Education andContinuing Entrepreneurship Incubation Project D I funded Project H istorically Disadvantaged

The funding modelandmarketing planhave beendiscussed with faculties. A software system accreditation. as per the agreement with HEPA, are being developed for submission to the CHE/NQF for and governance administrative processes. A space hasbeensecured andrefurbished for entrepreneurship training. The programme isknown faculties, respectively, completed this four-month course. Further ventures includecollaborations SimVenture course. I nstitutions ( H D I ) funded projects H igh-Level A chievements

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ION S U L ONC C Prof Vivienne Prof Lawack DVC (Academic), May 2021 Academic Vice-Chancellor: Deputy 1.7 1.7 It is evident from thehard to above successfully that, complete the while 2020 we academicsimultaneously achieved much year, worked in furtherance of our academic we very project at UWC. I would like to departmental thank every chairperson Dean, Director, and academicsupport staff for and making this professionalhappen and for contributing in appreciated. truly oundation grant oundation F oundation Grant oundation F ichael & Susan Dell ichael & Susan resge resge M K strengthened the virtual support provided to students, undergraduate allowing more engagement mentors and students needing betweensupport duringthe pandemic. tutors and The university received a grant R3,7 of millionfromthe Michael & Susan Dell Foundation to support student successthe during COVID-19 pandemic for a six-month period. The grant 1.6.4 1.6.4 analytics to enhance student support, other support interventions a full(for description andthe of project curriculum and implementation, see section 1.4.2.1.2 above). success and retention and university’s focusing on business strengthening intelligence the capacity, using learning the Siyaphumelela 2.0 Network.the use of The analytical data project and analytics focuses success, to building improve on student on the institutional framework for student UWC UWC was awarded a grant of $1 million for three years by the Kresge Foundation in 2020, which enabledinto a UWC to partnership enter with SAIDE and their flagship initiative, 1.6.3 1.6.3 page26 and learning,research andcommunity engagement. teaching of respect in system education higher the of overhaul university. The entiredisruptions of the the pandemic necessitatedas a major well as faculty, the of closure the to led this and first COVID-19 The case was happened. reported in COVID-19 the Faculty work, of essential Arts and and Humanities development initiatives its of some over mulling was faculty the While approved later by Council on2 July 2020. and faculties the by endorsed fully were changes These and faculty namechanges, namely: department for Board Faculty the at proposals important two of in tabling the including faculty,the in developments ushered interesting year academic 2020 the of months two first The 2.1.1 2.1 D PROF Period: January —December 2020 F DEAN: FACULTY OF ARTS AND HUMANITIES PROFESSOR MONWABISI KRALARALA A I ntroductory remarks EAN C ULTY ’S M O R ONWABI V ER eflective V IEW

O F S

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R A S L ARA AN working in teams insupportof oneanother. oe t rfet rtcly n o w cnut eerh how research, conduct we how on critically reflect to moved nald aig eomnain ad aig cin a we as actions taking and recommendations making This entailed levels. faculty taking and as departmental at well decisions as important matters, academic institutional urgent to responding to view a with consultations and meetings online of series a convened faculty the review, under year the During COVID-19 the lockdown. with the associated as well complexities as unprecedented period, recess extended were the learning, by and necessitated teaching of modes flexible online and to teaching over switching including academic changes, 2020 These the calendar. to changes the of support in institutional principles embrace to had we faculty, a As ways. many so in university the tested year academic 2020 the of trials The the in most profound way in the universitypractice of ‘curriculum transformation our into them integrated and opportunities new brought created also it many, pandemic to hardship and suffering the enormous While online. learning of and constraints challenges the to adaptation accelerated and reinforced situation unprecedented This online. teaching and learning all conducting and lockdown under living of normal’ ‘new the by endeavoursSuchacademic learning. and werelargely prompted students, tutors and one another with the shift to online teaching supporting and themselves re-skilling of challenge the up took this with associated faculty the in colleagues how developmentswitnessing was change inevitable important the of One and wholly continuous assessment choices. assessments summative integrated final exams’, home ‘take as such approaches incorporatedvarying and assessment of modes ‘traditional’ challenged learning and teaching online to learning and teaching face-to-face from shift The behind. diverse student population and aspired to not leave any student The Flexible Teaching Plan was designed to suit the needs of remained our faculty the pandemic, continuedand operational activities. academic implementits to the by posed threats and for synthesised challenges and the Despite Management.Executive approvalby the compiled was completed was year successfully academic the that ensure to meant Plan Teaching Flexible a example, For COVID-19. with grapple to continued R L D A

eport 2020 HUMANITIE S page 27 | Reflective Report 2020 Report | Reflective

reference to teaching and learning, to cater for students from from students for cater to and learning, teaching to reference as equals. participate to enable all to backgrounds diverse greater emphasis on the incorporation of technology and technology of the incorporation emphasis on greater of modes and methods new as well blended learning, as assessment. the of recommendations to in response Programme Planning Academic the by conducted Institutional Review Unit. autonomous two into Senate) by approved (as Sociology (including an enabling environment creating departments, exist to departments both for and re-curriculation) staffing independently. function and to view with a Arts and Humanities Faculty the within transformation curriculum of soliciting ideas in respect for and Principles the ‘Framework of the drafting influenced UWC’. at the Curriculum of and Renewal Transformation While the faculty continues to make headway in terms of achieving achieving of terms in headway make to continues faculty the While its goals in respect of the above priorities, opportunities remain following: the of terms in improvement significant for the 2019 Reflective Report, remain important to reflect on briefly: on reflect to important remain Report, Reflective 2019 the During the year under review, indispensable the to teaching the portfolios shift were necessitated to by online the teaching COVID-19 and the lockdown. institutional learning statistics, As the Faculty of evidenced Arts and by Humanities reported an 86% student participation rate. Given the enormity of the challenge, we saw this as an impressive achievement, as was the overall university average of 94%. From a learning and teaching perspective, it was most inspiring to note that all those assessments were done online through ‘take home’ exams and related methods of assessment. With These experiences lessons are and a constant reminder of what the role of a future and including digital humanities. like, should look faculty progressive and initiatives priorities as developmental set our Some out of in Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy socially socially in social justice justice social for aculty priorities aculty F they have learned, and to create the conditions for them to trust to them for conditions the create to and learned, have they us enough to tell us what they have really learned, rather than learn. to them wanted we thought they what from diverse backgrounds to participate as equals. In addition, it addition, In equals. as participate to backgrounds diverse from students offer that opportunities assessment developing means what demonstrate to opportunities flexible and diverse multiple, to make both material and disciplines accessible to students from from students to accessible disciplines and material both make to diverse backgrounds and contexts, and that enable students It also requires a multimodal approach to developing innovative, innovative, developing to approach multimodal a requires also It and creative flexible pedagogical approaches, offering authentic contexts and tasks real-world involve that opportunities learning is possible for people either to teach or to learn, as well as taking as well as learn, to or teach to either people for possible is race, around structured positionalities which in ways account into learning. mediate etc. disability, sexuality, class, gender, ethnicity, attributes attributes as outlined in UWC’s Charter of Graduate Attributes. in ways acknowledging with and This requires engaging critically which history and culture continue to shape and frame what it and teaching that contributes to embedding the graduate Priority 1: Learning, teaching and assessment teaching and 1: Learning, Priority teaching aspects: several involves This The The following are considered the faculty’s overarching priorities and beyond: 2020 for identified the implementation of effective administrative systems, and a development. and staff transformation equity, to commitment and strategic goals, with specific reference to the consolidation a relevant of the delivery to a commitment culture, a research of academic programme, the promotion of postgraduate study, year. year. Aligned with the IOP 2016—2020, the and underscores report challenges, remaining achievements while reflecting on the the importance academic of project and its shared priorities This This report reflects broadly and on research activities the accomplished teaching in the and 2020 learning academic 2.1.2 2.1.2 page28 research, including: of culture a promoting of terms in successes major some been be to human, to be social, to be humane and means to be ethical. There have it what around debates and global to perspectives contributions Southern offered a that scholarship discrimination, of and form injustice to opposition in scholarship The last decade saw the faculty build on a rich history of engaged Priority 2:Research andbuildingresearch capacity year under review. national target of 75%by 2030. NRF, Naspers, Department of Sports, Arts andCulture, etc.). Humanities andSocialSciences, Andrew Mellon Foundation, related initiatives in the faculty (National Institute for the undergraduate andpostgraduate studies. teaching andresearch to strengthen the pipelinebetween opportunities. programme andcourse delivery andinnovation communities amongstaff to enhance trans-disciplinary the curriculum transformation agenda. evaluation of suchattributes. lead directly to aprofessional qualification. the continuation of research capacity development with a and view staffing to with and centres research the retention supporting throughput, recruitment, postgraduate priorities improving ongoing involve significant, are achievements these While strengthen, consolidate andexpand the following: to is intention faculty’s The level. institutional at research-ledofnotiona advancing faculty,embraced the goal a modules at both honoursandmaster’s levels). demand, suchas forensic linguistics(with the introduction of (joint fourth inSouth Africa). Rankings: the Arts andHumanitiesFaculty ranked 300-400 by the Times Higher Education University World Subject scholarship, measured on the globalstage, was confirmed recognition of senior faculty staff, internally andexternally. the academicdepartments. outputs spearheadedby the four research centres, as well as developmental trajectory. African Societies(CASAS) into the faculty, along with its housed in two research centres. (28, with 11inBcategory), as well as three Research Chairs several others. with Argentina around mapping the globalSouth,among State andKing’s College through projects suchasDAAD, the universities of Minnesota, Missouri,Makerere, Georgia institutional projects, andlong-standing relationships with and linkages within andbeyond UWC, e.g. the supra- forensic linguistics. thesis MA andPhDincreative writing, mediastudiesand opportunities. postgraduate students, especially inrelation to funding on iKamva. and develop apostgraduate ‘module’ for allpostgraduates third-year students abouthonoursstudy. clear research agenda. page 29

Ad Personam Ad | Reflective Report 2020 Report | Reflective

Department). in three categories (Junior Faculty Fellowship, Doctoral Doctoral Fellowship, Faculty (Junior categories three in support to Fellowship) and Postdoctoral Fellowship promotion, for capacity strengthening towards candidates outputs and development. PhDs and research of completion promotions. and humanities, but also, in humanities. some way, to resuscitate the Appreciation and cultivation of scholarship initiatives: following the around are emphasised engagement engagement has become one of the cornerstones, not only to reinforce the interconnectedness between communities developmental developmental options accessible via path. rating the NRF and programme Professoriate the Mellon Inclusive During the the year under faculty review, achieved the following development: staff of in respect recruitment of junior staff members and are complemented by Targeted the through to ongoing efforts staff recruit more senior Appointments process. Existing staff members are supported further with development, career about discussions individual by These strategic priorities where are teaching designed and to learning, build research informed andby, responsiveto, long histories and a aswell as recent supervision faculty are developments in scholarship and where, as faculty members, we are engaged in a broaderthe academic study and project impact of shaping of the global South. in here perspectives the humanities from our diverse Academic Vice-Chancellor: Deputy Priority 6: Administration 6: Priority In a context of creative pedagogies researchand creative and innovative promote to andaims faculty innovation, where the assessment strategies, it is important to have administrative systems and processes that are one-stopfor asite appropriate offer to usingiKamvais faculty theexample, and agile. For postgraduate students to find a range of resources supporting applicationsethical for clearance, information about deadlines, and so on. proposals submission of for processes Priority 5: Staff development development 5: Staff Priority and equity employment Against enduring inequality, legacies of appointments all in seriously very taken be to need transformation made in the faculty, with new appointees supported during which knowledge is generated and shared, and the degree to which local knowledge isvalued and considered for integration into specialised knowledge. In essence, the scholarship of During the year under review, the faculty in repositionedrespect of its itself partnership with communities, the extent to Baartman Centre. programme to include mentoring students in the conception, ongoing liaison between faith-based organisations Department of Religion & Theology, and the Desmond Centre Tutu the Multilingualism and Diversity Research (CMDR) engagement for Humanities Research (CHR) and the Handspring activism to work with communities. work to activism Existing community engagement strengthened interactions and consolidated. should These be include the Centre knowledge knowledge seriously means a continued focus on challenging and research teaching, scholarship, between divides artificial the engagement engagement where involvement aims to be and non-hierarchical, multidirectional informed by and responsive to the local and regional concerns of groups and local communities. Taking Priority 4: Community engagement 4: Community Priority The faculty employs a broad understanding of community this initiative gives impetus to those whose work the in contributes recognition national and regional enjoys and meaningfully humanities. creative domain of During the year under review, the faculty took the initiative to give full to recognition creative outputs as part of its promotion guidelines and criteria. This is an important achievement, as in Residence, Jan Rabie/ Marjorie Wallace Skryfbeurs, Visualities. and and dance, Drama Programme, Music Collaboration, Collaboration, Healing the Hood, Writing Fellowships, Artists differently, to the development of critically engaged citizens who who citizens engaged critically of development the to differently, creative creative arts are central to the development of graduates and doing and being imagine to able are who those from researchers: Priority 3: Creative humanities 3: Creative Priority Celebrating and expanding work creative is central to the vision of the Arts and Humanities Faculty precisely because the Creative Creative Writing programme, UWC Creates, Handspring The faculty needs to take strategic advantage of NRF recognition recognition NRF of advantage strategic take to needs faculty The of creative works to foreground some of the following: the on in the faculty, a specific focus going forward needs to take strategic advantage of recent changes to funding of research work. include creative to outputs page30 2.2 F FACU aculty F aculty M LTY anagers O ffice OR G ANO G RAM Departmental Departments C hairpersons A cademic (11)

of centres Directors C entres Dean

Specialists DD T&L T&L and Postgrad DD Studies R esearch

page 31 . | Reflective Report 2020 Report | Reflective

, with a range of resources to prepare Arts Faculty Online T&L and support lecturers for online addition, we teaching established a and team of learning. online each In ‘champions’ department who worked with the The website was CIECT. from updated throughout the year. It was complemented by many work collaborative and advice of sessions one-on-one intensive, Plan’ Plan’ (9 April 2020), and in the various guidelines we produced attached the throughout the the for (see faculty year ‘Appendix’ the CIECT. with in consultation also often departments, The complex effort of engaging with students in the of context a lockdown while many lecturers were learning, and extending consolidating relevant skills was intense. It involved steep as such issues key regarding solving problem and curves learning how to enable and strengthen online tutoring and small-group whom of many students, to lectures deliver to how and teaching, only had smartphones at home, with no laptops or data. to access and limited computers personal the institution. This approach was articulated in the Arts and and our colleagues, with guidance from different units within Tutor Enhancement Project Enhancement Tutor Course evaluations indicate that tutors played a critical role in maintaining contact with students, mediating online to content responses their in them mentoring and supporting and students to the changed environment. The Tutor Enhancement Project learning and teaching online to shift the in role valuable a played Academic Vice-Chancellor: Deputy approach approach through a series of engagements between ourselves,

P HI S AR L nnovations in teaching and learning teaching in nnovations CHO I reflections on the opportunities (but also losses) that this shift about. brought or allowed to the session ontook colleagues how see to impressive truly was It September). Remote Teaching and Assessment their to online hear and courses presenting the challenge of up (19 Jama and Dr Damian Samuels contributed presentations As As noted, from late March 2020 focused the supporting on towards changeover student success onwards, the major effort and response our developed We learning. and teaching online to Developing an infrastructure for teaching and learning teaching for an infrastructure Developing embed graduate attributes and how to integrate assessment and assessment integrate to how and attributes graduate embed though important, an provided workshop This activities. learning From From 4—6 March 2020, a three-day, workshop took on-campus place, during which induction lecturers worked on one of their own modules to learn about course alignment, how to Professionalisation of teaching and learning of Professionalisation workshop Induction T&L Ms Kirby America contributed presentations to the session Faculty Arts Faculty of and Humanities presented on their experiences of online teaching: Dr Koni Benson, Dr Mark Hermans and Academic Week 2020 Week Academic In the Academic Week programme, several lecturers from the 2.3 S 2.3.1 health crisis. Although a series of CHEC courses was advertised, the courses were not taken up and were postponed due to the unfolding the creation of an iKamva website for this course. for website an iKamva of the creation short courses CHEC Salubi and Dr Martina van Heerden. Dr Du Toit also assisted with assisted also Toit Du Dr Heerden. van Martina Dr Salubi and faculty faculty participated: Dr Riedwaan Moosage, Dr Phindezwa completed was course The lecturers. new for institutional course online in the second semester of 2020. Six lecturers from our management of the iKamva website for the workshop. the for website the iKamva of management course and Learning Teaching of Professionalisation probation would conclude at the end of 2020. Thus, no lecturers lecturers no Thus, 2020. of end the at conclude would probation from our faculty needed to attend. However, the Arts and An online version of this workshop also took place in the third quarter. Participation was restricted to lecturers whose terms of with new lecturers and to identify and useful. be necessary could departments which engagements with page32 to relevant services university access to and learning online to by adjust studentsplayed TinaHlanjwa,pivotalhelping role a in oflist proposals to DVCthe (Academic) increase an included: that At the end of 2020, the Tutor Task Team drew up and presented a on how to ensure that the tutorial system was optimally managed. student registrations of each department) andof proportion engagedthe on colleagues(based budget tutorial the of allocation the Tutor faculty-nominated for Task system new Team, a developed details. As with lists the fordevices,and data oflogistics the this The main obstacle here was the compilation of accurate student and deeply. Many students wrote to thank us for their readers. in expanding assisted the possibility initiative that students would this read more laptops, carefully to access intermittent having only some with phones, mobile on rely students many so that Given materials. and readings course their of copies hard receive to students many assisted that initiative significant a was This students. many to readers course of distribution and production the Registrarwith Deputyforassisting We the thank Distribution of hard copy course readers online modesof communication andonlinelearning ingeneral. to adjustment oflevel higher a reported Mentors students. year of number mentoringsessions wereconductedalso secondwith and third- small a students, first-year on focused Although mentees. student 100 approximately and mentors, 11 and nine FYTP progress ably were they discussions, re-curriculation During online to modes. shift the by impetus new a given programme, was which their process of re-curriculation many the spent discussing team ECPhours the particular, In 2020. throughout continued recommendations report the to respond to efforts The ECP review report was released towards the end of 2018 and Extended Curriculum Programme (ECP) programme. tutorial the restructuring in resources and energy HumanitiesFacultyand Artsinvested 2020,theconsiderable In to Senate Academic Planningin June 2021. programme templates and module descriptors will be submitted Mr Odwa Mntonintshi from the APU. It is anticipated that revised the ratio of tutor hoursat the beginningof 2021. DVC the and of rate compensation both the increase agreed to (Academic) that researcher appreciative very and were We tutor contracts. study dual work through students postgraduate of n te ueos oil n daoia itrcin that interactions dialogical and social numerous the and collection anddistribution. information of kind this with us assist would technologies the that hope the in February2021 for planned was staff faculty all for training Docs Google challenging. seem distribution of kind the shift to online modes demonstrated the power of digital digital of power the demonstrated modes online to shift as the Even course. its run yet not has pandemic trepidation, the that some aware with 2021 approach We 2020. in success ensure to made have students) and tutors (and they effort and commitment enormous the and challenges, the to responded administrative) and (academic how our colleagues appreciative hugely we underestimated, be not should pandemic COVID-19 by the caused stress and of disruption extent the while sum, In that we managed to complete the academic year. communityuniversityour of resilience the to testament a is It staff. and students of lives the affected and continually life, of health loss on as well as insecurity, material and financial of of impact in on The the families terms pandemic overwhelming and data challenge. major distribute a were issues these students, to to devices efforts best university’s the 2020. Despite throughout proceed could learning and shape teaching and how constrain to continued learning, online equitable in data of for cost create challenges these the that barriers the divide, and Africa South digital the of realities stark The Challenges page 33 | Reflective Report 2020 Report | Reflective

workshops. Project leaders: Simone Simone leaders: Project workshops. creative engagement to enhance and re-situate teaching and and teaching re-situate and enhance to engagement creative and Flockemann Miki leaders: Project processes. learning English). of (Department Delia Meyer Movingthru dance Sociology). of (Department Obuaku-Igwe Chinwe Academic Vice-Chancellor: Deputy Developing and promoting the scholarship of teaching teaching of scholarship the promoting and Developing at UWC and learning (SoTL) In the context of the escalating health crisis, our entire focus for 2020 was on the change to off-campus place taken and have usually would that online activities Many learning. and teaching to promote the scholarship of teaching and learning at we were were postponed. able However, to UWC with continue some research activities, as detailed below. projects and Learning Teaching UCGD-funded An with emphasis together on assessment practices, innovative a multimodal to approach critical as featured literacies, strongly to A embed graduate attributes. initiatives UCDG-funded part of funding awarded were colleagues Humanities and Arts of number through this UCGD-funded learning and teaching project, but most projects could not continue under COVID-19 conditions. However, three of the awardees chose to invest which projects included These considerable projects. their in effort re-thinking and learning engagement academic to on focused improve how through dance, drama and writing cafés. The projects launched were: 2020 of semester the second in and completed

rts and A nhancing and promoting the status E umanities the ‘Teaching Advancement at University’ project and Prof Arts and Humanities andTeaching LearningAwards 2020 the status of teachingthestatus of andlearning’ upheldwasways,several in as detailed below. of of learning and teaching in the H During 2020, the faculty’s objective ‘to enhance and promote 2.3.2 2.3.2 will involve a new synergy between real-time classroom-based classroom-based real-time between synergy new a involve will interactions, together with online provision of resources activities. and future resumption of ‘normal’futureresumptionteachinglearning of campusand on excellence awards. With regard to ongoing national efforts to promote the status of learning and teaching, Prof Rink continues to serve as reflected on and interrogated aspects of their teaching in ways thatshowed higha commitment, level of creativity and energy. Jodamus (Religion and Theology) and Dr Erinboth winning candidates Pretoriushad written excellent portfolios that page34 the scholarship of teaching and learning nationally and globally and nationally learning and teaching of scholarship the to contributions important make to continue members Staff 2.3.3 Publications global recognition’. and impact regional relevance, local with university innovation and researchexcellent an as significant position UWC’s ‘strengthen 2020: a 2016— IOP made the in 3 goal has achieving UWC Facultytowards contribution Humanities and Arts The and Humanities Enhancing andpromoting research excellence in the Arts projects: other two supports project This Pretoria. of University curriculum at universities humanities in South Africa’, the led in by Prof turn Vasu decolonial Reddy, The paradigms: ‘Unsettling exploring innovative pedagogies: research on focused Each projects. supra-institutional funded Mellon- by supported projects research three had faculty The Mellon-funded supra-institutional projects main obstacle to our onlineprovision. to data. As with the learning programme, this continues to be the ofsuccessaccessoflack the projectsin students’ wasthese the normal campus social life impossible. The main stumbling block made has that pandemic a of face the in intervention of kind and this for bodies need the relief stark (theirinto brought projects Thefeelings). themselves with and students other with reconnect to opportunity the appreciated deeply projects these clear from the student evaluations that those who participated in affective and collaborative modes of learning and interacting. It is ofembodied, morepossibilities respondedhowthe to students online platforms. The project reports share interestingusing accountsstudents of of number a reach to able were projects These creative, counter-hegemonic pedagogies and research. emphasise and foreground to Studies Gender and Women’s work in feminist trans-disciplinary and inter current on build to aims project the researchers, international and national local, with collaboration In Studies. Gender and Women’s of Shefer Prof by led justice’, sexual and gender on project critical humanities intersectional an for imaginaries New ‘Mellon-funded project is led at UWC by Dr Marijke du Toit and Dr Phindi Mnyaka. The humanities. the across reading of effects philosophical and forms practical the about debate national lively a provoke to digital is African projectUniversity. ofMokoenaofthe Wits WISER, aim central A in Hlonipha Prof and Breckenridge programme Keith Prof by led humanities’, ‘Supra-institutional The Nadia Sanger (English, US). Dr and CPUT) Studies, (Media TheoNik Dr collaborationwith in department, Studies Gender and Women’sUWC the in Clowes Prof by led project Curricula Relevant Socially the and Stroud, books andin the popular media. journals, peer-reviewed and accredited in publication through praxis hauntological posthuman ‘Towarda (2021). D. Carstens, in justice South African higher education. social Reframing parity: participatory and Fraser and learning with LCT. teaching Enhancing education: (Eds.). higher in K. knowledge Building Wilmot, & S. McKenna, staff C., academic Winberg, for development. theory practical A practice: teaching curriculum and Changing (2020). M. Heerden, Van & S. Clarence, ghosts for ajustice-to-come. Motala,(Eds.).S. relationalities multispecies for time Making (2020).D. Carstens, education pedagogies. (Eds.). J. Posthumanism immanence: of ethics An (2020). D. Carstens, 1—43 (Coordinated by Antjie Krog). Brown, D. (Ed.). (2020). Writing abuse. Cambridge: Cambridge University Press: 176—192. (Eds.). H.E. Wolff, & Design curriculum in a university of technology. In Kaschula, R.H. multicultural and multilingual sensitivity in transforming Graphic Paper no. 273. social Making interaction. of future manifesto: the and PanMeMic pandemic COVID-19 the (2020). in meaning al. et C. Gualberto, s? nesadn te oncin ewe pe ad tutor and peer between connection to the not Understanding or use? use To (2020). M. Heerden, Van & S. Bharuthram, Pedagogies. of Teaching andLearning, 15 learning. self-regulated and feedback erig uvs ht eue srih ln, n neve with interview an line, straight a refuse that curves learning Illustrating Missing:’ was I Conversation ‘A (2020). K. Benson, Innovation Series:121—135. transformation and Creativity politics: classroom: Choi, S. & Selmeczi, A. (Eds.). a Beyond (2020). A. Experiments in a post-border praxis for the future. In Strausz, E., Gamedze, & K. Benson, of language and race. (Eds.). M. Bucholtz, & Reyes,Rosa,J., A. H.S., Alim, In cisheteropatriarchy. of (trans)formation the and race, otua ad ae tis o rcniuig higher reconfiguring for ethics care and Posthuman Working Papers in Urban Language and Literacies, and LanguageUrban Workingin Papers https://panmemic.hypotheses.org/762 gtt ora, , pca Eiin Unsettling Edition: Special 2, Journal, Agitate Highereducation hauntologies: Speaking with h Tasomtv Pwr f Language. of Power Transformative The Oxford: Oxford University Press: 291—314. (2): 24—36. Critical methods in studying world Multilingual Margins, 7 The Independent Journal Independent The Oxford handbook Oxford Nancy (2): page 35 . . . , 2nd Nancy Fraser Nancy Fraser (1): 1—20, https://doi. 1—20, (1): Does knowledge have , 2nd ed. Cape Town: Juta. Town: Cape ed. 2nd , Journal Journal of Religion and | Reflective Report 2020 Report | Reflective

Journal Journal of Geography in Higher : 62—82. Sociology: A South African introduction African South A Sociology: Innovations Innovations in Education and Teaching From hope to From action through The knowledge: (1): (1): 108—123. https://doi.org/10.1080/03098265. (3-4): 229—249. 229—249. (3-4): . Orebro, Sweden: Orebro University: 112—123. University: Orebro Sweden: . Orebro, Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Crossing Crossing borders as ‘new’ Reflexive narratives academics of curriculum change in and transformation. 8 Learning, and contested Teaching in Studies Critical times: org/10.14426/cristal.v8i1.229 Roux, S. & Williams, Q. (2020). Transmultilingualism: A remix and participatory parity: reframing social education higher African justice in South Van Heerden, M. (2020). (How) do written forward? A comments translation feed- device for developing tutors’ feedback- giving literacy. Seedat, F. & Nadar, S. (2020). Between boundaries, decolonial possibilities in a feminist towards classroom: Holding a space between the Quran and the Bible. 27 Theology, an academic project on gender justice. In Bharuthram, R. & Translinguistics: Translinguistics: Negotiating innovation and ordinariness renaissance the renaissance of Cape University the Western 2001—2014 of 191—208. Press: Bellville: UWC Shefer, T. (2020). Thinking with and relationality to affect, do embodiment, and teach care critical Psychology in Society, 60 research differently. gender of Paradoxes (2020). K. Ratele, & F. Boonzaier, T., Shefer, equality in South African decolonial, gender justice efforts higher in education: Thinking with current times. In Stroud, S., Sociology: A South African introduction African South A Sociology: Ralarala, M.K. (2020). Engaging the and participation disengaged: students’ widening in An perspectives justice social analysis of S. (Ed.). Seepe, In education. higher African South in engagement Tertiary 155—171. Institutional Press: (ACE) Edition Century African Town: Cape Transformation Rink, B. (2020). Mobilising theory through practice: Authentic inlearning in teaching mobilities. South Africa Education, 44 Revised2019.1695107 Rabe, Rabe, M. (2020). Families and households. In Stewart, P. & a gender? A festschrift for Liisa Husu on gender, science and academia ed. Cape Town: Juta. Town: ed. Cape participatory participatory parity lens on social in (in)justice higher education. : (3): . Cape Education Education J.M. Coetzee Coetzee J.M. Vulnerability Vulnerability MISR Review, 1 of language: From Education as Change, as Education Education Education as Change, . Pretoria: Pretoria Boekhuis. Pretoria Pretoria: . (1): 5—21. (1): Youth Youth Voice Journal, Special issue The The mountain behind the house . Cambridge Cambridge Journal of Postcolonial Literary (December). https://doi.org/10.25159/1947- The The transformative power Ain’t over till it’s ova it’s till over Ain’t Met die oog op môre op oog die Met Lingua : 286—296. eDUSA: Deutschunterricht im südlichen Afrika / Teaching Teaching / Afrika im Deutschunterricht südlichen eDUSA: (December). https://doi.org/10.25159/1947-9417/8795 (December). (December). (December). Flockemann, Flockemann, M. (2020). “Connecting Mind to Pen, to Eyes, to Farrant, K., Easton, K. & Wittenberg, H. (Eds.). (2021). (2021). (Eds.). H. Wittenberg, & K. Easton, K., Farrant, and the archive: Fiction, theory, and autobiography. Press. Bloomsbury (Ed.). (Ed.). 15 Africa, German in Southern der der Hochschulgermanistik des Western Cape. In Dos Santos, I. teaching teaching practice. Inquiry, 7 (2020). A. Krog, Deane, K. (2020). Poems about us (poem). (poem). us about Poems (2020). K. Deane, 24 Deane, Deane, K. (2020). My poetry wants women (poem). as Change, 24 9417/8794 An impact study with reference to isiXhosa and Afrikaans (2019). S. Ntete, Nadar, Nadar, S. & Reddy, Queering the academic S. empire. In Havea, J. (Ed.). (2020). Embodied epistemologies: and resilience: Body and liberating theologies Moolman, Moolman, K. (2020). New land (poem). 24 Moolman, Moolman, K. (2020). Press. Dryad Town: Mayoma, J. Mayoma, & Williams, Q.E. (2020). Fitting in: Stylising and (re) negotiating Congolese youth identity and multilingualism Town. Cape in postcolonial postcolonial to knowledge 153—175. societies Press: University Cambridge in Africa. Cambridge: at at Cape Peninsula University of In Technology. Kaschula, R. & Wolff, H. (Eds.). 58—71. ISBN (online): 978-1-911634-23-2. ISBN (online): 58—71. Pillay, S. (2020). The limits of decoloniality. 141—152. peer-to-peer peer-to-peer mental health support group during lockdown in COVID-19 South Africa. Obuaku-Igwe, Obuaku-Igwe, C. (2020). ‘Umuntu ngumuntu person ngabantu’ is a (A person because of other people): students’ experiences Reflections of on social isolation and the impact of a in Gauteng for libraries in the province. It was also selected by the by selected also was It province. the in libraries for Gauteng in the month.] of as a book library Town William’s King page36 eohba 6 usin wt UC rfso, ue Pillay. Suren professor, News24 UWC with address questions to failing 6 leaders xenophobia: SA are Why (2020). J. Villiers, De by Prof Meg Vandermerwe. thesis PhD her have bypublished PanMacmillan.Sindiwe and wereJanesupervised will Magona Sindiwe Penguin by House. publication Random for accepted novel her had Writing) Creative in (MA Riet der van Jane (2020). Rousseau & Human as published PhD her of part had Moolman) Prof for accepted bysupervised student projects PhD current(a Phillips Jolynpublication. theses creative Writing their Creative had Department programme English the in students Three Prof Kobus Moolman. by supervised thesis, WritingCreative in MA 2019 his on based collection, South Africa. The in department announced Musawenkosi culture Khanyile literary transforming a to contributions substantive make to continue programme Writing Creative the in Students project. nvriy n UC icuig eea o te postgraduate the of several including UWC, and University Contrast New K Moolman and S-A Murray edited a special issue of the journal, Other world Trump´s (Eds.). N. Mendoza-Denton, & J. MacIntosh, In shithole. the from Q.E.Rejoinders (2020). Williams, 0/02602938.2019.1644602 45 Education, feedback. of and practice purpose the between alignment the Examining justifying mark’: beyond a purpose a has ‘It (2020). M. Heerden, Van 020.1788411 International New Contrast, Specialissue,48 . https://www.news24.com/news24/analysis/why-are- All the Places the All . Available at: https://doi.org/10.1080/14703297.2at: Available . . Cambridge: Cambridge University Press: 258—269. , containing work by students from Stellenbosch from students by work containing , (3): 359—371. Available at: https://doi.org/10.108at: Available 359—371. (3): seset n Eauto i Higher in Evaluation and Assessment (uHlanga Press, 2019). The book was book The 2019). Press, (uHlanga Language and the making of of making the and Language (191), 2020. Bientang by and-activists Country a is in appeared blog) (a activists and (2020).Gangs Pillay,S. uwc-professor-suren-pillay-20201008 sa-leaders-failing-to-address-xenophobia-5-questions-with- generated colloquium numerous positive responses to The the ways in which CHR. the fellowship the at fellows postdoctoral and doctoral returning and new by presentations of consisted colloquium the The Grunebaum. by Heidi Prof Centre, supported the of Director Smith, Michelle CHR, the at Partnerships Research Fellowship two-day annual colloquium on an 11 March, organised hosted by the Convenor CHR of International The 2.3.4 colleagueTegan his and 1990s)University the in BristowWits at programmeDigital Arts ProfDoherty(whothe launched Christo worlds were Prof John Trimble (Flagship Professor at Tshwaneat Professor (Flagship TrimbleJohn Prof were worlds attending intellectualsfromacross the digital Sciencesand Arts, of range diverse the Among participating. CHR the from Gilburt Cultural Centre with Prof Taylor and Drs Aja Marneweck and Iona Adams from the HSRC. The workshop took place at the Bo-Kaap on ‘Artificial Intelligence and Diversity’ at the invitation of Rachel March,In Prof Jane Taylorco-directedand designed a workshop constitute andarticulate the post-apartheidpresent. Other topics covered review. during the workshops were: literature a writing on one included workshops Department of Science andInnovation). the in Cooperation Bilateral Overseas of Director Deputy (the management tool to ensure correct citations. C onferences, seminarsand workshops https://africasacountry.com/2020/07/gangs-. Africa page 37 staff staff . Worldmaking after after Worldmaking | Reflective Report 2020 Report | Reflective

In search of Africa(s): Universalism and (2020), between himself and the Africanist amphibious living. a series of video works with puppetry and is an exploration of in the series hosted political theorist Adom Getachew (Chicago book, new her on talk a gave who University) self-determination of fall rise and The empire: The CHR Artists in Residence, Collective, Ukwanda premiered Puppetry their and collaborative Art project with and POPArt Fak’ugesi for the Virtual Blackout platform at online the edition 2020 of the National Arts Festival. This collaborative online seminars, drawing on political and aesthetic archives of the online Global The seminars South. of projects emancipatory have examined radical traditions citizenship that and have ideas emerged in of colonial modernism. A and particular expansive focus was post-colonial idioms of difference which defined insider and outsider, majority and minority, and how these emerged, were negotiated and transcended. online seminar The was held first under the title Souleymane ‘In philosopher with search of universal’, Africa(s): the and Postcolonialism Bachir Diagne (Columbia University) presenting on a new co- authored dialogue, decolonial thought and Nigeria under the mentorship of Prof Moolman. The The project Moolman. and the Prof Nigeria mentorship of under scripts new of publication a workshop, virtual five-day a included (with an introduction by Prof Moolman), as well festival. the during webinar as a public Prof Hermann Wittenberg’s boyhood’, was webinar, part ‘Photographs of programme. from the virtual https://nationalartsfestival.co.za/show/scenes- National from-the-south-exhibition Arts Festival Prof Suren Pillay (CHR) convened and hosted a series of and Sport, the Western Cape Deaf community, the Western Southern Africa, the Xhosa Department also hosted International International hosted also Department Xhosa the Africa, Southern African poet and writer, Dr Wally Serote, gave the keynote address address keynote the gave Serote, Wally Dr writer, and poet African the event. at The WGS ‘Critical food studies’ Mellon-funded project hosted a well-attended panel discussion on ‘Epidemic shocks and food on 29 May. millennium’ the new in cultures The English participated Department’s in remotely this virtual year’s National Arts Festival Creative Writing in Makhanda in July. The community outreach project brought programme Symposiums and documentary film seminars and documentary Symposiums In October 2020, the Department Prof of Pamela Anthropology Nichols, hosted Director of the Writing University and an Centre expert on the at importance of writing Wits in good teaching practice. Nicols Prof led the department teaching Academic Vice-Chancellor: Deputy Cambridge Cambridge , featuring pieces by three professors and Humanities Faculty subject librarian). subject Faculty and Humanities Museums, the Western Cape Department of Cultural Affairs former Minister of Arts and Culture Mr Pallo Jordan. Pallo Mr Arts and Culture of Minister former In collaboration with the Department of Arts and Culture, Iziko The lecture on AC Jordan was delivered by his student, Emeritus Emeritus student, his by delivered was Jordan AC on lecture The son, Jordan’s AC by attended was event The Khuse. Wandile Prof society agencies. society and vulnerability’, attended by and Oslo University, Georgetown University UCT, SU, delegates University, from UWC, Wits funding from INTPART (International Partnership). (International INTPART from funding ‘Multilingualism entitled School Summer a hosted also CMDR The included the Mellon project ‘Research workshop for emerging scholars held on on multilingualism in African South literatures’, 13 March 2020. It was coordinated by Prof Duncan Brown with in February. CMDR the by hosted meetings professional and workshops Other to to colleagues. A seminar entitled education, and linguistic Critical entrepreneurship: perspectives’ ‘Multilingualism, language da was Peter Prof by offered Costa of Michigan State University and international students and scholars presented their work The CMDR ran a bi-weekly seminar series that offered a platform platform a offered that series seminar bi-weekly a ran CMDR The from Toronto, two from Toronto, from UWC, one from Utrecht and one from in Kolkata. University Jadavpur of of the workshop resulted in a special issue of the Journal of Postcolonial Literary Inquiry on Literary Pedagogy: Confronting Colonisation pedagogy: pedagogy: Confronting colonisation’. The workshop was open to the public and attracted 40 to 50 attendees. The activities from respondents Phoebe Kisubi Mbalasaki (UCT African Gender Gender African (UCT Mbalasaki Kisubi Phoebe respondents from On 20 and 21 February 2020, the CHR, in collaboration with ‘Dancing with shadows and light: Imaginaries of feminist anti- colonial art and research’. This was followed by contributions Education, Education, and the Jackman Humanities Institute at the with the Mellon-funded ‘Projects on governing intimacy’ on 3 The Department of Women’s and Gender Studies (WGS) Mellon- (WGS) Studies Gender and Women’s of Department The funded ‘New imaginaries’ project co-hosted a seminar half-day page38 of cross-section a represents recipients Professor’.The ‘Full to VersterFrancoiswith by moderated and King, Christopher and hosted festival, film Documentary International Encounters the with partnership in project, humanities’ the ‘Communicating Gender Studies andEnglish. and Women’s Studies, Environmental and Geography History, Dr Sisa Ngabaza were promoted to ‘Associate Professor and Prof work?: government by internet Evidence from South Africa’. the over provided services r idw Mgn (MR ws wre te le Kuzwayo Ellen the awarded was (CMDR) Magona Sindiwe Dr for hisbook Monograph Academic Best the for award Humanities and Arts Facultyof 2020 the received CMDR the of Brown Duncan Prof successful first five-year NRF review. a following Theory, and History Visual in Chair SARChI the as five-yearsecond a awarded(CHR)HayestermProf Patriciawas Individual awards Promotions and Appointments Joint the were by Humanities and endorsed Arts of Faculty the for from applications promotions six 2020, November 27 On Ad Personam 2.3.5 directors at the CHR Documentary film seminar series with filmmakers and perceptions, of determinants socio-historical Revisiting Africa: South in Africans Black among ‘Health following: the included which workshops and symposia various in participated Muter) Holland- Susan Dr and Obuaku-Igwe Sociology Chinwe (Dr the Department from members staff 2020, of term last the In https://mg.co.za/11frica/2020-11-30-al- experience: shababs-terror-in-mozambique the Delgado the in piece a wrote Cabo and (Mozambique) in insurgency the in on symposia participated online Department several History the of Israel Paolo Prof to understandbetter the craft of teaching writers. and practice, critical a as curriculum the into writing integrating of aim the with teaching’ intensive ‘Writing on workshop a in Council AwardofUniversitybyCouncilof the the Johannesburg A wards and Significant Wilder lives:Humansandour environments promotions A chievements Mail & Guardian & Mail d Personam Ad . about

Multilingualism the in 2021 in published be Street special project on the humanities. A recording of his his of recording A humanities. the on project special Street the Program on African Social Research (PASiRi), based in New of member board a as appointed was (CHR) Pillay Suren Prof African South engineering andzoology. 26 by law, history, including of a submittedrange disciplines, among universities nominations the from next-generation programme the a join to selected was Mnyaka Dr professoriate. cultivate to DHET the by underwritten supported collaboration and national a 1, Professors Phase Future the Programme of cohort 2021/2022 the to UWC by nominated was Department) (History Mnyaka Phindeswa Dr Germany. in Stuttgart, Solitude a juror Schloss to the Akademie of Consortium Centres and and Humanities invited Institutes as Mandela 2020.December 17 on University Nelson at Education of Faculty the from honorary an doctorate received also Magona Dr 2020. October 16 on Prof Patricia Hayes achieved a B-rating (Faculty Board meeting (Faculty meeting Board a B-rating achieved Hayes Prof Patricia Board (Faculty B-rating a meeting announcement). achieved Kaschula Russell Prof NRF Rating Heugh Kathleen Prof with book forthcoming a co-edited have World a as a ‘English on delivered series seminar Costa CMDR the Da during Prof talk February. 3—7 from State University Michigan from Costa da Peter Prof hosted also Centre The scholar. research visiting a as 2020 February in Ghent of University the from Avermaet van Piet Prof hosted CMDR The forthcoming her on monograph and on the history of Indian migration to Australia Australia. in lectures venues various six at gave talks and Department) (History Mesthrie Uma Prof relationships collaborative and fellowship research scholars, Visiting recognition and awards achievements, appointments, Honorary announcement). projects flagship Institutional 2020. October—December for Belgium), University, (Ghent by Centre for Ghent the and Study the of Afrikaans South Africa series. scolnusis f h South the of socio-linguistics A Routledge Critical Studies in in Studies Critical Routledge

page 39 | Reflective Report 2020 Report | Reflective

Anthropology academic departments and centres. academic departments Anthropology In terms of the Mellon supra-institutional bid funding, Profs literacies in higher education’, as part of ‘Unsettling paradigms: the paradigms: Mellon-funded The decolonial turn in the Africa.” humanities curriculum in South Geography and Environmental Studies, English, Philosophy and Philosophy English, Studies, and Environmental Geography Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy universities’, the faculty awarded scholarships in three categories: categories: three in scholarships awarded faculty the universities’, and Postdoctoral Doctoral Fellowship Fellowship, Faculty Junior Fellowship. The aim outputs was research and PhDs to of completion promotion, support for capacity candidates towards strengthening benefit will candidates successful 17 of total A development. and from the Mellon grant from 2020 to 2024. These fellowships Multilingualism for Centre Xhosa, History, Theology, and Religion National Institute for the Humanities and Social Sciences and Social Sciences the Humanities for Institute National (NIHSS) In November 2020, CHR received an award of colonialism’. after ‘Aesthetics project, new support a R910,000 to funding Mellon Andrew With the support of the Andrew W Mellon Foundation, under the programme, ‘Turning the tide: Consolidating an academic pipeline for staff to advance career pathways at South African External funding and grants funding External and community engagement. Recipients of the awards from the from awards the of Recipients engagement. community and were: Arts and Humanities of Faculty Achievers Awards (the university’s first virtual Academic Achievers Achievers Academic virtual first university’s (the Awards Achievers Awards event) held on 26 June 2020. The awards reward and recognise staff and students for in excellence teaching, learning Achievements and awards in teaching and learning in and awards Achievements Both staff and students were honoured at the Academic DVC’s as Woman Top Achiever researcher and Rising Star researcher respectively in the Faculty of Arts and Humanities in 2020. August Achievements and awards in research and awards Achievements selected were Department) (History Mnyaka Dr and Mesthrie Prof

letter-to-the-city-of-cape-town-land-restitution-and-the- rondebosch-golf-club Prof Uma Mesthrie and Dr Koni Benson were active in promoting promoting in active were Benson Koni Dr and Mesthrie Uma Prof a land restitution campaign around the site of the Rondebosch golf club. https://mg.co.za/article/2020-03-09-an-open- 50228191700475/videos/840028313152361 projects Other conversation with Jane Ohlmeyer at Trinity College, Dublin, is testimony to this. Follow the link here: https://soundcloud. com/tlrhub/fellow-in-focus-professor-premesh-lalu page40 career a commence and studies postgraduate their complete odr rxs Wnhe Nmba https://exhibition. Namibia: Windhoek stopthewall.org/?fbclid=IwAR1iPXfq9b48dPEW49ubUoVM Praxis, Post- a called is in Border contribution involved The 2020. was Namibia in Department) project (History Benson Koni Dr article that attracted more than 25000readers. an in Foundation by the media social on profiled was literature in Afrikaans in voices marginalised empower and programmes writing creative community-based develop community-related to work lifelong in His Swellendam. influence and to contribution his for Foundation Railton the by honoured was Department) Nederlands & (Afrikaans Wyk van Steward Prof leadership and engagement Community 2.3.6 programme aims to employ two assistant lecturers and mentor from period) The two-year programme. mentorship its 24 support to Media a Naspers/ over year per (R480,000 funding The of Department Afrikaans and received Nederlands generous 24 Media Naspers/ 2021. during Berlin and Hamburg Bremen, Cologne, in collections museum the visit to doctoral students and master’s dozen a approximately take to DAAD from a grant awarded was Bremen, and of Cologne Universities with the in partnership Department), (History Prof Rassool Ciraj DAAD Service/ Exchange Academic German The recently ofup tookposition the Professor UWC’sat Department (who Kaschula Russell Prof between collaboration a is initiative of award an for languages ‘Indigenous project, receivednew a support to R800,000 Dean the of Office the November, In programme research Catalytic instrumental insecuring the funding. was HOD, Wyk, van Steward Prof department. the for outputs research increase to needed space the create will that measure E ngagement Core Assessment Principles: discussions from emerge to Faculty.thanks Special Humanities and the (online) Arts within suggestions and principles These Humanities Faculty and Arts the in Assessments Online about Thinking the A PP down complex tasks/questions into ‘sub-questions/ tasks’? these answers beensubmitted on Turnitin? ** students to produce as‘original’ ananswer aspossible? Have circumstances? Are we being‘as fair to all’aspossible,given the current does itprepare students for their final essay/ exam task? it build the core skills/ outcomes for my module? How Have Iincludedsome‘make-up’ opportunities? worksheets submitted, consider ‘best3’ for CAM purposes? I builtinmultipleopportunities for (re)submission, e.g.If 6 possible) anddemonstrate their learning/knowledge? Have students to access information (which are as‘data lite’* as us (including tutors, administrators) now that we are not on we beingclear about when andhow students can interact with the course might operate more effectively for everyone? Are we allow tutors andstudents to offer suggestions abouthow struggles sostudents trust that we are allin this together? Can Mahmoud Patel: “Can we be transparent aboutour own how to manage that.” students, all those who will surface having done very littleand ‘game’ the situation. Therefore, we need to think about those of interaction doesnot necessarily mean they are trying to question of getting onlineandstudents’ distraction or lack struggling to deal with all these changes. Access isnot justa be done.Students’ lives have beenupendedand they are off-campus. They may be ill themselves. BUT the work must younger siblings. They may not have asafe place to live be distracted by sick relatives. They may have to look after of this experience. Students may not have access. They may delivery, because we need first to focus on the humanpart be a focus of course redevelopment as we move to remote we mustdo. The accompanying senseof insecurity should compassion into our courses is now acriticalpartof the work brought onby the pandemic,integrating empathy and comment by Mahmoud Patel: module? task/ exam? How do these build/ give evidence of my course essay/ task? Does this form the basis for my final assessment A EN rts and D I : ecig n Lann Gieie for Guidelines Learning and Teaching X: H umanities F aculty page 41 . | Reflective Report 2020 Report | Reflective

lockdown generated new ways of doing and being? The second second The being? doing and of ways new generated lockdown on has impacted the lockdown is about how conversation learning mediate etc. gender, class, race, do how learning (and to skills conceptual their use to them asking a lockdown), under them.” happening around what’s on critically reflect impact of the shutdown on the central focus of the course, i.e. i.e. course, the of focus the central on the shutdown of impact the has how roles, on gender impacted lockdown the has how about what will happen in the coming weeks, it is not advisable advisable it is not weeks, coming the will happen in what about June. in exams formal sit-down any for plan to final a or home exam take a including forms, different take project. summative to achieve the outcomes of the module. of the outcomes achieve to it includes that so final assessment, the of the nature to personalised response an original or which requires something some source. task would need to be submitted to the external examiners (for (for examiners the external to be submitted to need would task a selection of would as and PG modules, as normal), third-year moderation. for projects’ final ‘essays/ the words, In other essay). project/ (task/ the Final Exam of students thus allowing and re-submit, re-draft would students so as performance their improve sufficiently to the opportunity Arts and Humanities Faculty Guidelines Arts and Humanities Faculty evaluations course 1. First semester Planning ahead for the end of the semester: alternatives the end of for Planning ahead exams to sit-down Teaching and learning in the second semester, 2020 semester, the second and learning in Teaching iKamva site) for a Google Form which can be adapted by colleagues colleagues by adapted be can which Form Google a for site) iKamva https://ikamva. tab): evaluations (Student course particular their for uwc.ac.za/x/k7bnt7 Please see the Arts and Humanities Faculty online and Teaching semester modules are evaluated by students before the end of the first semester exam period. Please see the Google Form (on information to do with teaching and learning in the time of COVID-19 time of the and learning in teaching with do to information modules and their own experiences of teaching online. teaching of experiences own their modules and Calendar times/ Term 2. Take note that Term 3 (27 July—4 September) and Term are Sept—23 October) only six weeks each, 4 and plan curricula your (14 period planned the ‘catch-up’ note of Please take also accordingly. for December and January. See the latest version of the revised https://ikamva.uwc.ac.za/x/99QDlG here: calendar Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy of the nature ascertain to ‘red’ or ‘yellow’ the sample marked index. the similarity As a rule, do not get distracted by the %s, and do not stress stress the %s, and do not by distracted get a rule, do not As them ‘off’ turning consider fact, (in these either about students see) (and check to easy very it is In general, students). the for (sometimes over 55%) will often show that that ‘plagiarism’ is ‘plagiarism’ that that show will often 55%) over (sometimes the literature. from quotations or topic, the discipline/ from is not necessary for students to achieve a particular ‘similarity ‘similarity a particular achieve to students for necessary is not indexes the highest scoring through check quick A index’. website). If you use podcasts, keep them SHORT (no more than more (no them SHORT keep use podcasts, you If website). task. assessment lecture/ your for than be obligatory, simple PowerPoints (black and white). Include essential info in info Include essential white). and (black simple PowerPoints the of the size reduce needed, visuals are section. If the notes to engage with students online. Data lite means reducing means reducing lite Data online. with students engage to only students as possible. Many file as much the of the size use So, iKamva. access to computer) a smartphone (no have campus? Sometimes the smallest gestures mean the most. It the mean gestures the smallest Sometimes campus? messages.” encouraging send to effort much take does not of teaching opportunities, e.g. I’ve started a conversation on on a conversation started e.g. I’ve opportunities, teaching of who do have those asking iKamva) (on forum the discussion kinds different for also allows technology “The crisis: current students have no data or laptop for Tii, be prepared to accept, accept, to be prepared Tii, for laptop or no data have students e.g. a verification, of forms basis, other on a considered essay. a handwritten of image WhatsApp Discussion tool in iKamva or WhatsApp groups. Use as many as many Use groups. WhatsApp or in iKamva tool Discussion channels as possible. platforms, to allow maximum access. allow to platforms, the or groups WhatsApp Use connected. feeling and engaged be able to access it in their own time). own their it in access to be able on different week, the hours over consultation their distribute 15-minute chunks, etc., and these should be optional, i.e. i.e. be optional, these should and chunks, etc., 15-minute section. the notes is in what on elaborate add key lecture points. lecture add key WhatsApp, iKamva). WhatsApp, Some Basic Guidelines for Teaching, Learning and Learning Teaching, for Some Basic Guidelines Assessing: page42 teto t hw o ass yu suet (ht s t students it is (What students your assess you how to attention paying down, trim you help to module) your exiting on do to able be should students what (or outcomes core your Use year). last to (compared 15—20% about by curriculum core your down trimming Given the shorter term, as well as the ‘online fatigue factor’, consider 3. Curriculumcontent For example,assessmenttaskscould be: their show make ‘cut-and-paste’fromtheinternet moredifficult. to which ways students in theory and require content of application way, understanding/ some in should, Tasks analytically abouttexts,dataand/ortheireverydaylives. and critically think and with engage to students requiring learning’ through of richness and depth ‘drives which one to conditions’ exam under learning ‘tests which one from approach assessment our change to need we words, other In encouraged. be should this - students will consult with each engagement other and/or friends and family, and book’ ‘open collaborative, interactive, more a for allow to assessments our redesign to need We digital. into formats paper-based our paste’ and ‘cut simply cannot We assessment. to approach our rethink to need we conditions, current the Under task. final this for students prepare to inputs’ ‘lecture the and ‘tutorial’ your use can you that so now, exam) home’ (‘take task summative final your plan So November. in exams sit-down any be will there that nor semester, second the in happen will learning f2f any that assume cannot We now. assessment summative final your Plan 4. Assessmenttasks ‘optional’ or‘forenrichment’. as included be always can material Elided outcomes?). core these of coursematerialsandsecuringstudentsubmissions. online platform is the university’s preferred way of keeping records The online. marked be also can Assignments or platform. iKamva Turnitin the via happen should work student of submission the that and iKamva, on presence online well-developed a have should modules all that policy Faculty Humanities and Arts is It 5. iKamvaasaplatformforthedeliveryofyourmodule tutorial preps,etc.). x minoressayOR1+submissionof6worksheets/ assessment e.g.1xessay+termtestORmajor 10-credit moduleshouldincludeatleast2substantialpiecesof students forthefinalassessmenttask/exam.Forexample,each CAM markthathassufficientacademic‘integrity’andprepares Note: Weneedtousetheterm-basedsubmissionsbuildupa the integrityofassessmentprocess. submission through a Tii software is very important that for safeguarding note Please submissions. be Assignment iKamva can for activated which function, Tii integrated Turnitin. an includes on now submitted iKamva be must exams) home take projects/ All assessments (particularly the major essays and final summative 6. Turnitin areas ofthemodule/curriculum). interconnectedness andinter-relationshipsbetweendifferent that involvereal-worldproblemsandprojectsarerelevant meaningfully constructconceptsandrelationshipsincontexts the online‘datalite’environmentonArtsandHumanities together with‘podcast’styleaudiofiles.Thevariousoptions into PDFandthenpresentthemonaniKamvalessonpage However, youcaneasilyconvertyourPowerPointslides to accessandcannotbeembeddedintothelessonpages. and navigate.PowerPointfilesareoftendifficultforstudents make iteasierforstudentswithlimiteddatatodownload students feelingengagedwiththeacademicproject. announcement tool,orviaaWhatsAppgroup,tokeep regularly (atleastonceaweek)eitherthroughthe ac.za/x/SNzPbW site forguidelinesandpracticaladvice:https://ikamva.uwc. been offlineforaperiodwillfinditeasytocatchup.Seethis organise theircoursematerials,sothatstudentswhohave page 43 | Reflective Report 2020 Report | Reflective

to improve your online skills in other ways, e.g. how to prepare to improve your online skills in other ways, e.g. Du Toit with a narrated PowerPoint, please also contact Dr your request. 10. ‘Sharing best practice’ online of delivery the shown, have semester this experiences our As teaching really depends on a collaborative effort. Please take the opportunity, if you can, to reflect in your departments on worked well and what what didn’t, as we build up our understanding of this new medium. site All important documents relating to online teaching and learning have been gathered together on the Arts and Humanities Faculty to acknowledge the incredible effort that the staff in the Arts and show up as one of the options on your iKamva home page. Please consult this for a number of tips and guidelines: https://ikamva. uwc.ac.za/x/J395X7 or Marijke du Toit should you suggestions. have any queries, concerns or We hope that we will all have a chance to rest (a bit) before the beginning of the second semester, and that the remainder of the like would we again, Once possible. as sailing smooth as be will year put into salvaging this semester and embracing the challenges of moving online, under crisis conditions, in such an exemplary way. Zannie Bock & Marijke du Toit 25 June 2020 Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy the university Executive) for a .pdf of their course reader, as the university Executive) for a .pdf of their course some copies may be printed and distributed to students ‘with inadequate data connectivity’. hard copies of readers available for all students, given the hard copies of readers available for all students, on accessing difficulties of distribution and the restrictions their campus. Therefore, lecturers are advised to upload on iKamva. course readings and tasks on a weekly basis set up by However, lecturers may be asked (by a task team may therefore need to revise what we expect of tutors, and may therefore need to revise what we expect how we assess and deliver our modules. alternate week for the 12-week semester. department’s online champion or Dr Du Toit if they are department’s online champion or Dr Du Toit unclear on how to do this). especially accordingly on, the constraints on tutor spending, expect our with respect to 10-credit modules. We cannot for, and we tutors to do more than we are able to pay them to tutorial groups on iKamva before the second semester to tutorial groups on iKamva request help from the commences (they should tutorial group): up the total registered students for each module between up the total registered on an average of 20 students per the tutors available (based university norms (1+4) for tutors in the second semester. university norms (1+4) cannot assume any f2f meetings this However, given that we work out how to divide year, we suggest that departments Please note that we need to continue to work within the to work within the that we need to continue Please note ac.za ) who will assist. urgently send an email to Dr Marijke du Toit (madutoit@uwc.

programme programme for the second semester. ‘services’. each department of ‘notional students’ that proportion This is based on the - 7. Tutorials Chairpersons have been sent a provisional budget for the tutor 8. Copyright/ permissions

the course online. This also includes the use of the Turnitin function. Turnitin the of use the includes also This online. course the in the second semester. This includes being able to set up lesson pages and upload course materials on iKamva, upload and mark assignments online, send announcements and generally manage 9. Additional online training for lecturers environment online basic the manage to able be must lecturers All The instructions and relevant form to complete these requests are available on the library website: https://ikamva.uwc.ac.za/x/ S36cgD chapters which are uploaded on iKamva (or collated into readers). page44 university’sconjunctionthe with in read be to is document This G L AR transition to university as well asonlinelearning. their facilitate to opportunities teaching face face-to more with It is recommended that all first-year students should be provided only. online be also can below).Modules guidelines (seefurtherallow conditions safety and health as implemented be could which Each module should be fully online, with options for f2f contact, and context-specific. and departmental responses to blended learning can be variable Disciplinary and approach. ‘one-size-fits-all’ no is contextthere i.e. learners, purposes, different suit to programme each for Faculties should design appropriate blended learning approaches suit different purposes,learnersandcontext. to resources virtual and physical both of deployment the and technologies of range a include can and teaching, face-to-face where is learning, traditional as well as media online hybrid and digital in learn students as known also learning, Blended experience with onlinelearningin2020. UWC’s of out arising learnings evidence-based the as well as concerns, health public the considers that year academic 2021 the with proceeding for framework a propose guidelines These ARRANGEMENTS 2021’. EARNIN UI TS D E AN L INE D G HUMANI S 2021 FRAMEWORK T IE S –

B L EN D E D the following: highlight liketo would we Humanities, Facultyand the ofIn Arts Planning for 2021in the Arts andHumanitiesFaculty approach. programme and particular the residence of irrespective to students available commuting made be will resources Campus activities. physical and contact these for allow lab-based, to accordingly, curriculum practical, their design a to need will component clinical include or work-integrated which programmes Those institutional format, and to ensure the integrity of the work electronic records of allassessments are maintained inan with integrated Turnitin, or on Turnitin itself, to ensure structured (e.g. through weekly pages) on the onlineplatform. that the delivery of the modulebe visible andclearly access the modulecontent. Itisalsoauniversity requirement students in terms of the pace and time/ space in which they replace, aniKamva delivery. This is to enable flexibility for delivery, e.g. WhatsApp andemailcancomplement, butnot the iKamva platform irrespective of their onlinemodesof with onlinelearning, etc. confidence developing campus, on and online both learning management, self-study, how to structure their weeks for time e.g. development, skills soft with programmes are periodically or fully inactive. This canbedone with the monitor andengage with students at risk and/or those who tracked via alearning analyticsapproach, inorder to identify, evaluations as well. although the chairpersoncanrequest to see the student purpose of this is to provide feedback to the lecturer, appropriate onlinemode,e.g.GoogleForms. The primary ac.za> Marijke if you would like to reserve aplace

recommended that f2f at this level is prioritised. this level at f2f that recommended requires the lecturer of profile the risk if especially only, the with should be negotiated arrangements These that. chairperson. ventilated well and large sufficiently different (alternating) times/ weeks. There are various various are There weeks. times/ (alternating) different modules 15/20-credit for e.g. the lecture, ‘rotating’ of ways for arrange could the lecturer week, a lectures two with on half the other and on one day, attend to the class half meet one to arrange could the lecturer OR day the second 2, using Week in group second the 1 and Week in group week. in each timetable slots the of both one or either students engage to time the using but rather same lecture, uploaded on iKamva. on content and venues additional request to need would you groups, be available. not these may However, timetable slots. groups. into students your divide to need not may and year to year from vary the % may although contact, module. to module and so it is students, first-year for important need to divide up the class and rotate the groups at at the groups the class and rotate divide up to need Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy However, the f2f lecture must be optional to allow for students students for allow to optional be must lecture f2f the However, be will students All online. completely work to choose who expectedthrough toworkthetheir way online lectures. from the online lecture, discuss aspects of this in more more in this of aspects discuss lecture, online the from in students engage and examples, additional provide detail, content. course the to relating activities interactive different or one-on-one consultations. or clips screen to time the use could lecturer the example, during tutorial times for small-group meetings with students with students meetings small-group for times tutorial during COVID-19 conditions, venues should not have more than more have should not venues conditions, COVID-19 capacity. venue total of 50% to 33% iKamva home page. Please consult this for a number of tips of a number for this Please consult home page. iKamva and guidelines: https://ikamva.uwc.ac.za/x/J395X7 and learning have been gathered together on the Arts and the on together been gathered and learning have your on the options up as one of should show this site to link a hard copy course reader. course copy a hard teaching online to relating documents All important site: that point). If we then need to go online at some point later later some point online at go to then need we If point). that have to students to beneficial very will be it the semester, in course readers which could be printed and distributed to to and distributed be printed could which readers course begins year the academic on campus as soon as students campus at to access on having this is dependent (obviously From From an operational point of view, we ask that colleagues give the deliver and structure to like would they how to thought some modules. their of component f2f page46 PROF Period: January —December 2020 HEALTH F md o eegny eoetahn a e tie o keep to strived we as teaching remote emergency of mode a into went and globe the and across academics principles joined we plans, policies, adjusted university’s the with Aligned Ms SherylCordom of the Schoolof PublicHealth. and Nursing of School the from Arunuchallum Sathasivan Prof COVID-19,of result a as lives their lost who staff ourremember we 2020, on reflect we As 2020. as in pandemic vision a navigated this we realise and try to had We internationally”. and nationally, innovative,regionallyinterprofessionalcollaborative,approaches in leadership and through health communities of sustain well-being and transform to environment and learning research connected and engaged an is “CHS that states Sciences Health and Community of Faculty the of vision The 3.1 D DEAN: FACULTY OF COMMUNITY AND HEALTH SCIENCES PROFESSOR A A EAN C ULTY ’S A NTHEA R O N V ER T R eflective HEA HODA V SC IEW

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F C R IEN HO OMMUNITY D C A E S environment, applying a buddy system, setting work hours and hours work setting system, buddy a applying environment, home and work the of integration for ideas providing process, cope during the pandemic and staff responded positively to this task team in the faculty that shared information to wellness assist staff to a formed We space. home’ from ‘working the within faculty a as operated we as support providing and reflection for staff space a with connected we that ensuring well-being, staff for consideration with together’.Along this in all ‘we’re of internallybothexternally 2020,and it wasduring as colleagues trulycase a with collaboration and a collegiality was of There sense focus. strong important an was students and staff to connected Being qualification. university a obtaining of dreams their realise people young allow to going, project academic the h pnei ws mjr hleg ta rqie debate, required that ofreturn the mapping processforThe planning. and discussion challenge major a was pandemic the The continuation of clinical practice/ professional practice during training usingonlinemethods. their completed Psychology) Clinical and in students) (Master’s (fourth-yearPsychology Work Social of departments the in students the bodies, professional their by approved as and, training practice clinical professional/ for telehealth/ approaches e-Health of exploration the facilitated also pandemic The divide-and-social-justice-in-health-professions-education/). (https://saahe.org.za/2020/04/ Edition teaching-remotely-navigating-uncertainty-the-digital- COVID-19 The - (Teaching Titus Simone Dr while (https://www.mrowe.co.za/blog/2020/03/resource-online-learning-in-a-hurry/) hurry’ a in learning ‘online to related aspects shared (Physiotherapy) RoweProfFor Michael example, learning. remote flexible the to transition the with assist resourcessharedvaluableto Staffalso platform, delivery main instruments. Suite Google and WhatsAppby email, augmented the was iKamva rate, participation assessments with the revised plans. With a reported 97% student online their aligned and plans learning flexible their submitted and contributed Departments space. online the navigated they as access options of to variety a pursued resources staff faculty their platforms, online in differed activities. students engagement that Mindful and research teaching, and our continue learning to strived we pandemic, the by us on constraints imposed the within working to adjust to having of spite In the importance of time out. R eport 2020

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Professor. Full to Professor ighlights from the faculty during 2020 during faculty the from ighlights Newly established within CHS: established Newly The Centre for Interdisciplinary Studies of Children, and Society Families (CISCFS) was formally established in 2020 and is Director. Acting an headed by currently Academic Vice-Chancellor: Deputy December. included: promotions Staff H graduation: student December honours, seven master’s, 41 doctoral, nine graduated faculty The seven postgraduate diploma and 92 undergraduate students in persons with disabilities during pandemics. with persons Feedback from departments expressed gratitude towards the faculty leadership. I would like to thank and salute all staff in the faculty for contributing to the continuation of the academic COVID-19. Research projects conducted included the exploration exploration the included conducted projects Research COVID-19. accessed accessed the platform. After much planning, our first group of 2020. July in the clinical platform to returned students Staff in the faculty also contributed to scholarship related to the risks as far as possible. We also put in place that CHS-POD, served as a for staff and a resource students who team, the precautionary precautionary measures (including the use of personal and protective application equipment or mitigating numbers, contact of list PPE), a and transport and travelling accommodation, To facilitate To the return of students to the clinical platform, the faculty designed a toolkit the for students with information and COVID-19 screening, and monitoring personal about instructions could could join the much-needed health work force that had been the pandemic. of as a result reduced this time is remarkable. We engaged with professional bodies and statutory councils to indicate how we were continuing the who students graduating of goal the with programmes academic departments departments across the CHS Faculty and colleagues from the in manner The (SAMRC). Council Research Medical African South during best practices and shared collaborated which universities a volunteer team with the a (along volunteer two to other HEIs) support the group UWC A system. follow-up contact and case Department’s was trained and established with 20 volunteers from several Cape Provincial Department of Health establish to invited Schneider, Helen Prof through the (SOPH), Health Public School of the Department of Health entailed meetings with the Regional Head of Health, sub-regional heads and unit heads, as well as Western the April, early In institutions. other from colleagues with all internal stakeholders, including with departmental HODs and HODs departmental with including stakeholders, internal all clinical representatives, UWC Executive Management, Risk and with engagements External Clinic. Campus the and Compliance, students to the clinical platform had multi-level engagement with engagement multi-level had platform clinical the to students of the COVID-19 pandemic on the mental health and well-being well-being and health mental the on pandemic COVID-19 the of resulting resulting behavioural changes in response to COVID-19 among practitioners’ practitioners’ and principals’ experiences during the national page48 3.2 Studies of Children Centre for Sport Interdisciplinary Interdisciplinary Research &PG Deputy Dean Development and Family FACU Centre for Science & Studies

LTY

OR G ANO Teaching and Deputy Dean Learning and Specialist Teaching Learning G RAM

Deputy Dean Clinical &CE professional Education Inter- Unit

Dean Sport Recreation and Dietetics &Nutrition Exercise Sciences Chairpersons (6) Physiotherapy Departmental Departments: Occupational Social Work Psychology Academic Therapy

Public Health Directors of Schools (3) Medicine Schools: Nursing Natural

Manager Faculty Faculty Office

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Instituting a weekly virtual writing camp for PhD students PhD students for writing camp virtual weekly Instituting a PhD three Speakers: 2020. February fieldwork, Navigating Speakers: April 2020. I, and resilience well-being Researcher

Specialist, Dr Titus, targets high-performingtargets Titus, athletes onSpecialist, campus. Dr The SOPH instituted opportunities for a networking and number exchange among of to build students participation in a community of doctoral students and activities to reduce the create sense of isolation among distance and students. doctoral part-time who had difficulty attending the Summer School programme on programme School the Summer attending who had difficulty component key a be to continued programme tutor The campus. of the improvement of student throughput in the Department of Sport Recreation and Exercise Sciences. The Athlete Mentoring the PhD peer network hosted the following webinars: following the hosted network the PhD peer 1 2 3 Academic Vice-Chancellor: Deputy writing. Building on the content of the workshops, the school has school the workshops, the of content the on Building writing. traditionally been run to face face during its Summer School over a digital in content the having of advantage The decade. past the knowledge, to exchange students for webinar PhD issues of on a number and reflections experience The webinars are held every two months and are attended by between 15 to 30 participants. They are recorded available and on the PhD made communication site on iKamva. In 2020, to to guide and support students is was important particularly to valuable. note that, It in all professional programmes body governed or by statutory a council, any adjustments have bodies. these by is allowed what with align rotational applying included reported were that innovations Other teaching. Rotational teaching means that all colleagues have an opportunity to teach at undergraduate work the aligning and for opportunity an provides system This levels. postgraduate expands and builds potentially interests, personal with allocation colleagues’ repertoire of experience in teaching, and supports envisioned career trajectories. In one department, teaching will be implemented for cycle a three-year as part of a rotational project. pilot To facilitate presentations. student-centredness annotated and of series a asynchronous created learning, lecturers postgraduate or clinical a have students postgraduate the of many SOPH, the In health professional background and have had limited experience of drawing together information from a range of public relatedhealth- sources and writing a narrative using orientate these and students to style. the To academic discourse, an academic tone the school developed two videos on academic reading and a virtual space. This innovation led to additional obtained skills by being staff and students. The role of the supervisors

P HI S AR L nnovations in learning and teaching in learning and nnovations CHO I clinical training which is difficult to do online. In the School of Nursing, the following strategies were employed: development for for the teaching of undergraduate students in the faculty, e.g. Nursing students, is that practical disciplines require intensive the WhatsApp platform for teaching research. teaching for platform WhatsApp the During the COVID-19 pandemic and lockdown, the challenge younger younger staff complement, this was advantageous in terms of background knowledge and the use of various media social platforms and online of and number A learning. online for systems angst and trepidation, navigation during the second semester relatively a with schools and departments In smoother. lot a was required that staff had to spend extra time to assess the students’ students’ the assess to time extra spend to had staff that required needs to ensure that the plans remain student-focused, and to ensure teaching excellence. While the first semester brought Innovative learning and teaching took place as staff converted all converted staff as place took teaching and learning Innovative and material reading guides, module (including material learning to presentations) an online framework during March 2020. This not not been introduced to the available technologies, student life the department. in being a student of the experience and learning opportunities and lecturers had limited time to adjust the module material to online vulnerable A particularly formats. had who students first-year the and students ECP the was group to to move from a blended learning and teaching online approach learning to and teaching in a short meant that period the students had of limited time. exposure to face-to-face This namely namely the student protests during February 2020 COVID-19 and pandemic. the During both events, departments had also be useful to work in general and in the staff and students’ personal lives. In 2020, learning and teaching were influenced by two events, innovative changes in their current activities regarding curriculum regarding activities current their in changes innovative transformation. These relational, thinking and doing skills could hour hour online workshop on 6 November of 2020. the The workshops objective was to equip staff creative with thinking collaborative and tools that they could use to implement Design and Renewal. Twenty-one staff members from departments eight in the faculty participated in the two workshops online on 19 and 22 2020 October and a three- final two-hour As As part of the faculty’s priority goals for learning and teaching, a very successful series of workshops was held on Curriculum 3.3 S 3.3 3.3.1 video tour of the skills lab to welcome new first-year students. Departments such as Psychology, Occupational Therapy and Social Work moved their clinical and professional training into lessons learnt from online teaching and assessment of clinical page50 facilitation guide for all academic staff members. forguide academic all facilitation online SOPH a short developing is SOPH the discussions these practice. e-learning good considered support site iKamva related and materials learning distance the which to extent the assess to year previous the in created checklist’ e-learning practice having ‘best SOPH and the use convenors session, module all teaching and e-learning online an an or hosting webinar when consider to issues practical preparatory the and competencies, teaching and learning online to in relation practice on best in 2020 focused were issues sharing key The practice. teaching and learning online its of quality the SOPH The approached. were modules semester second of the implementation and the planning how the informed of one expertise, module evaluations by students at teaching the end of the first semester on build (Social Work) departments a followed approach where reflective to effort an In supervision-related common challenges. tackle and learning, insights collaborative exchange in engage to supervisors doctoral for space a as SOPH the in instituted was Forum Supervisors’ A into three clusters that are convened by PhDstudents. organised is network peer PhD The engagement. peer organic and frequent more foster to clusters PhD thematic supporting doctoral on for placed was Emphasis iKamva. on information supervisors and students of repository dedicated a as to serve SOPH the by established was site communication PhD A 5 4

student speakers. Engaged Scholarship, August 2020. Speakers: onealumnus Researcher well-being andresilience II, June 2020. Speakers:

On the basis of basis the On

reflected on on reflected in the faculty in2020. The following new programmes and curriculum changes occurred Curriculum changes/ renewal collaborated ona three-day onlinecourse to prepare deferred. the gridadjusted accordingly, due to the many students who student’s clinicallearninghourshad to berecalculated and Health. This was amammoth task andrequired that each grid for eachstudent for approval by the Department of Portfolio Head and their teams to redo the clinical placement academic work while negotiating for time for students to to ablock system to use the time off campus to complete (BN1 andECP1) and that requires 2594clinicalhours. approved programme that commenced in January 2020 programme and will coordinate the programme. Dr Cornel Hart was appointed asasenior lecturer in this professions in the Department of Social Work from 2021. programme will beoffered aspartof the SocialService clinical platform. negotiations for flu vaccines for students returning to the Cape Edition). This included, with the supportof the faculty, health care facilities’, updated December 2020, Western (‘Coronavirus: Guidance for managingadultsinprimary pandemic) andcompletion of required PACK guidelines increasing confidence (provision of information on the increasing efficacy (revision of infection control methods), using apsychological first aidmodel that focused on students for the return to clinicalpractice. This was done page 51 | Reflective Report 2020 Report | Reflective

000 days of Early Childhood Early of 000 days

Africa: A South-South collaboration. South-South A Africa: of University UWC, between agreement (trilateral perspective the Missouri). of the University and Ghent in Cape Town, South Africa. South Town, in Cape intention collective exercise to education global citizenship against COVID-19. fight the in protocol. review - a systematic cohesion India and Germany, Africa, (South countries with developing Malaysia). for fatherhood and motherhood of in shifting notions universities. African Africa). South 3). being (Wave well-being. of understanding Sweden: A novel investigation of processes and outcomes. processes of investigation novel A Sweden: and in Sweden management injury spinal cord and stroke Africa. South barriers The together: this all in are We Sokupa. T and exercise to education global citizenship of facilitators and COVID-19. against fight the in intention collective Society needs and parent approaches, parenting between first 1 the support in parent Development. life. family to COVID-19 society. transform to citizenship guidelines and family and parental Developing years: than 18 strategies. systems for traumatic spinal cord injury in South Africa and Africa in South injury spinal cord traumatic for systems Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Dietetics and Nutrition

Postgraduate Postgraduate

addition, a PGDip in Primary Care Nursing is in Care addition, a PGDip in Primary

Knowledge, attitudes, practices and self-assessed anxiety of of anxiety self-assessed and practices attitudes, Knowledge, pandemic the COVID-19 during students health professional project. research status of physiotherapy graduates at a university in the in university a at graduates physiotherapy of status at UWC, with colleagues from UCT, Wits, CPUT, SMU and CPUT, Wits, UCT, from with colleagues UWC, at Responsive curriculum research project. An ongoing research research An ongoing project. curriculum research Responsive researchers of team a core between collaboration project programme. programme. submission together with a proposed four-year Biokinetics Biokinetics four-year with a proposed together submission development. submission in 2021. for Management and Recreation corrections submitted to SANC, awaiting final CHE approval final CHE approval awaiting SANC, to submitted corrections 1 in Semester and commencement accreditation and SANC in 2022). In and commencement final CHE approval awaiting approved, awaiting final Council on Higher Education (CHE) approval approval (CHE) Education on Higher final Council awaiting postgraduate diploma programmes: the diploma programmes: postgraduate workshop was conducted on 10 November 2020 with with 2020 on 10 November conducted was workshop and external FCHS from representatives staff, all SoNM facilitators. process was compiled by an external facilitator following following facilitator external an by compiled was process subsequent and a April 2020, in process an engagement Physiotherapy presentations and/ or interviews through media outlets. through interviews or and/ presentations included: Projects remained hugely active in sourcing funding to continue research, with with research, continue Despite to the funding many projects sourcing in halted via active due hugely expertise to and remained COVID-19, results the their faculty share to platform a found having many projects and research activities research and projects Projects Research 3.3.2 Scholarship of teaching and learning: learning: and teaching of Scholarship 3.3.2 page52 Occupational Therapy Interdisciplinary Centre for SportsScience andDevelopment of Cape Town. the CapeHigher Education Consortium (CHEC) and the City of-school youth inCape Town: collaboration between UWC, evaluating aprogramme to promote resilience amongout- work basedon the Model of Self-Efficacy. for dropout youth inSouth Africa’s Western Cape. South Africa andrural Missouri,USA. and leisure engagement among vulnerable youth inrural project. in Africa (UCT-NEW). EDNREC20190603). in the Western Cape.HS20/3/11. augmented Reality at ahistorically disadvantaged institution Industrial Revolution: Exploring the useof virtual reality and risk students inhealthsciences. HS18/7/12. in aSouth African university. HS19/9/28. interprofessional learning. BM19/10/8. Experiences of disabledstudents inSouth Africa. a time of pandemic. and the context of healthcare triage inSouth Africa: Notes in education to supportdeaf learners. the GlobalSouth. The impacts andresponses to COVID-19: Perspectives from pandemic anddisability:Essential considerations. labels of products insupermarkets. School of PublicHealth Nursing UWC and the University of Missouri. clergy in families caring for clients with chronic diseases. on spirituality inhealtheducation. personhood inSouthernOccupational Therapy andproject with Coventry University (United Kingdom). education inOccupational Therapy. are engaged inaninternational research project onethics the University of Missouriand the CapePeninsula University Africa andrural Missouri,USA. Collaboration between UWC, leisure engagement among vulnerable youth inrural South perceptions of, andparticipation in,risk behaviour and and Pennsylvania State University. Collaboration between UWC, Washington State University leisure and the influence onhealthand well-being. Research Council andClinton Health Access Initiative, with the national Department of Health, South African Medical three provinces of South Africa. This isacollaboration with Health-led Mphatlalatsane quality improvement initiative in factors in the implementation of the national Department of therapy by nurses. professional practice. nurses. Korea. in Schoolof Nursing. practices inresource-limited country.

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(WCSSS). School Study factors risk disease artery coronary of title: Prevalence Project Cape. Western the in firefighters in profile: title: Evidence Project Group. Working Guidelines comparative study in a Saudi Arabian context. Arabian Saudi in a study comparative exercise. on endurance fasting prolonged of Effect to transformation for as a catalyst bicycle The Sustainability: sustainability. employees. (WCED) Department Cape Education Western on health and and its influence leisure of the occupation on well-being. of study An international during COVID-19: education education physical of decision making and constraints teachers. and Safety programme: exercise physical Endurance the diets in and high-fat low-carbohydrate of effectiveness Fuelled Fat Fasted A risks. cardiometabolic of management project. (FFFFR) Run Freedom the Malmo in academic scholarship using research collective Europe and Brazil. At the end of 2020, the SOPH received received the SOPH 2020, the end of At and Brazil. Europe years. four another for WHOCC as a redesignation care and new-born maternal and comprehensive partner provinces. three in initiative strengthening in South health governance for human resource of review Africa. Mukinda on local eco-systems Fidele areas: following the including health, maternal-child for accountability of publicly evaluating for framework on an equity-based Nandi in India. health insurance financed children of activities and practices leisure The Bebeda. A and Africa. in South regulations lockdown the COVID-19 during A cities on public health: in metropolitan development developing a series of master’s, diploma and executive executive diploma and master’s, a series of developing from with colleagues health for resources on human courses Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Sciences and Exercise Sport Recreation

for research and training in human resources for health for in human resources training and research for of HQ on a range and Afro WHO/ with working 2004, since a consortium part of were we themes. In 2019/20, different experiences during COVID-19 in South Africa. in South during COVID-19 experiences population. students. education in higher well-being on outbreak the mental health and well-being of the South African African the South of well-being health and the mental COVID-19 crisis: A multi-country online cross-sectional study study online cross-sectional multi-country A crisis: COVID-19 among adult runners. following three domains: Shopping for food, preparing food food preparing food, for Shopping domains: three following media. Cape. the to with respect changes the self-perceived explore to in the School of Public Health, University of the Western Western the of University Public Health, the School of in for Global Health, and in particular support the COVID-19 the COVID-19 support and in particular Global Health, for the of finalisation the and process agenda-setting research Review. Systematic and Human Resources Gender support to support the work of the Gender and Health Hub, Hub, and Health the Gender of work the support to support Institute University Nations the United by which is hosted approaches to support country partners and analyse health analyse partners and support country to approaches coverage the effective impact on change’s of drivers systems indicators. RMNCH+N of and equity exemplar case studies. Provide guidance on methodological guidance case studies. Provide exemplar of National Regulatory Authorities (NRAs) in Namibia, South in Namibia, (NRAs) Authorities Regulatory National of the countries. in each of structures the PV capacities in four Southern African countries: Strengthen Strengthen countries: African Southern four capacities in oversight trials and clinical systems (PV) pharmacovigilance resources for contraception and medical abortion in different medical abortion in different and contraception for resources developmental A Africa. South Town, Cape health districts of and Kent. Ghent of the Universities with collaboration on treatment seeking and health systems. seeking treatment on do Rio Grande do Sul, Universidade Estadual de Campinas Estadual de Campinas Universidade do Sul, Grande do Rio out a carry and Council Research Medical African and South influence violence’s on urban the evidence of review scoping health services in South Africa and Brazil. The grant seeks grant The and Brazil. Africa in South health services of the University UWC, between collaborations develop to Federal Universidade Southampton, of University Essex, funding from Elma Philanthropies. from funding to access youth on violence urban of the effects addressing page54 Special faculty projects various stakeholders? How could the IPECP curriculumbe teamwork, collaborations andpartnerships between the involved in the IPEcurriculum? What is the nature of the perceived andexperienced by the key stakeholders who are the IPECP curriculumat UWC? How is the IPEcurriculum strategies undertaken in the designandimplementation of following research questions. What are the processes and ensuring that itisresearch-led. The study would answer the will beused to inform the IPECP initiatives in the faculty and the Schoolof Pharmacy. Data obtained from this study FCHS butalsoindepartments in the Faculty of Dentistry activities are implemented not only in the departments of practice components of the curriculum. These curricular evaluate the interprofessional education andcollaborative the faculty. A study ledby Deputy DeanF Waggie seeks to Collaborative Practice (IPECP) activitiesimplemented in about the outcomes of our Interprofessional Education and outcome of this initiative. We alsohave limited information early 1990s, we have noinformation about the impactor taken by students from different departments since the papers. Surveys and focus groups were conducted resulting in two information and further conscientisation aboutCOVID-19. instil hopeandpromote safety through the provision of of five core areas, which return to clinicalpractice during the pandemic.PFA consists psychological first aid(PFA) model to prepare students to to clinicalplacement project was acollaborative colleagues. to final-year students in the faculty, with involvement of collaboration involves UWC andcolleagues at UCT. Faculty’s vision for Neuroscience. Current research Therapy have registered projects inline with the CHS environment. module for undergraduate students, specifically in the online teaching anddeveloping aninterprofessional research of Occupational Therapy have beenactive in facilitating, colleagues in the faculty. Colleagues in the Department Soeker coordinated this module with the involvement of Education. Senza for churches physical activity curriculum. AIDS for selected outcomes. Benefits of physical activity for peopleliving with HIV and inter alia candecrease anxiety, Investigator, UCT, SMUand Wits University. Africa, includingStellenbosch University as the Principle collaborative project with anumber of universities inSouth students beyond the biomedicalmodelof HPE? This isa teaching practices for these HPE teachers which take their are these programme principles translated into innovative in the subjects/ modules taught by the HPE teachers? How they teach? How do these programme principlesmanifest the principlesunderpinning the HPEprogrammes on which range of understandings that HPE teachers have regarding to the socialcontext in which they are located. What is the HPE curricula which claim to beresponsive andrelevant teachers understand the stated principlesunderpinning Rowe, aims to answer the following questions.How doHPE equity andsocialjustice. The project, which isledby Prof the South African context that speaks to issuesof health, a body of knowledge for healthprofessions education in the field of Health Professions Education (HPE) andproduce Medicine, aims to contribute towards ascholarly approach in Occupational Therapy, Psychology and the Schoolof Natural departments in the faculty, includingPhysiotherapy, strengthened or improved to better achieve itsgoals? data to inform healthcare decisionmaking. There isaneed pandemic has taught us the importance of collecting health fully onlineprogramme. Our experience with the COVID-19 programme isuniquein that we have developed itasa the UWC EMSandNatural Sciences Faculties. This master’s (Kenya), MuhimbiliUniversity (Tanzania) andcolleagues in Neu Ulm University (Germany), Kenya Methodist University Analytics programme incollaboration with colleagues from page 55 . (SASOP) (SASOP)

| Reflective Report 2020 Report | Reflective

Hogeschool Gent, Belgium. Gent, Hogeschool and Health Community of modules: Going online. Faculty presentation paper 2020, August 27 UWC. webinar, Sciences Sciences and Health Community of Faculty conviviality. presentation. paper 2020, August 27 UWC. webinar, participatory action research perspective. Eighth Eighth perspective. action research participatory Psychology: Community of Conference International University, Victoria and sustaining solidarities. Fostering online. 2020, November 11—13 Australia. Melbourne, in a capacity- leaders participating community of resilience misuse in substance programme training building and Health for Unity Towards virtual the At agents’. as change action. to evidence from Social accountability Conference: online. 2020, September 10—13 in school menstruation in addressing play teachers the roles Community of Conference International settings. Eighth Victoria and sustaining solidarities. Fostering Psychology: 2020, November 11—13 Australia. Melbourne, University, presentation. virtual oral the of on behalf universities partner international at the arts’ and work social ‘Intercultural namely Department, and Bochum, in Germany, Hochschule, the Evangelische at the at and post-colonialism’ decolonialism ‘Colonialism, South Africa. Rolling Inspiration webinar. 23 October 2020. October 23 webinar. Inspiration Rolling Africa. South Psychiatrists of Society African South COVID-19, 2020. 22 October webinar. Week Research UWC Africa. in South and disability COVID-19 (UWC well-being and Session: Good health 2020. 1 October research). organiser. Conference webinar. Physiotherapy January—3 29 Institute, the Karolinska from Nilsson-Wikmar University, Uppsala from gren 2020 and Hampus February 2020. March January—16 27 Eighth community. rural African in a South programme Psychology: Community of Conference International University, Victoria and sustaining solidarities. Fostering online. 2020, November 11—13 Australia. Melbourne, University of Pretoria. 17—18 November 2020. November Pretoria. University of 17—18 Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Disabilities Disabilities

in South Africa during COVID-19. Intersection between the the between Intersection COVID-19. during Africa South in Rights, Human for Centre COVID-19. and health to right occupational therapy education, occupational therapy therapy occupational education, therapy occupational and research therapy occupational clinical practice, and decoloniality. therapy occupational hosted by the Occupational Therapy Association of of Association Therapy the Occupational by hosted on focused webinars the Some of (OTASA). Africa South webinar, NSSA webinar, two CoE webinars and a SASUF and a SASUF webinars CoE two webinar, NSSA webinar, with Sweden. webinar learning experience for them. for experience learning Johannesburg of NCDs and diet including a University to convert their presentations into virtual presentations. This This virtual presentations. into presentations their convert to attend to fieldworkers and students postgraduate allowed a great was which without registration, the online event 2020 but was changed to an online event. Presenters had Presenters event. an online to changed was 2020 but psychosocial The home: at staying of cost on ‘The families’. on the lockdown of consequences hosted by the Makerere University College of Humanities of College University the Makerere by hosted and Social Sciences. household. Seminar African in an domestic governance launch of the findings of the third wave of the Children’s the Children’s of wave third the of findings the of launch Study. Worlds with Coventry University. with Coventry the at Presented well-being. subjective their activities and Intersectoral Coordinating Committee. Coordinating Intersectoral an online ethics module in collaboration of implementation well-being: A comparative analysis across 35 countries. 35 countries. across analysis comparative A well-being: Rights Children’s the National to presented paper Seminar by DAAD. The programme, which has been approved by the by which has been approved programme, The DAAD. by in 2021. accreditation external for will be sent SAP, Development Plan. The development of this programme this programme of development The Plan. Development Information Health the previously of result came as a funded also was which Programme Master’s Management globally and in Africa to ensure the necessary human capital human the necessary ensure to Africa and in globally is This science. data field of the in work to workforce and National African South the and the SDGs with both aligned The The following seminar/ 2020. in staff by attended conferences were presented and 3.3.3 Seminars, conferences and international and international conferences Seminars, 3.3.3 hosted fellows visitors/ page56 African impact strategies: Aligned to national, regional and Radio Tygerberg, with Elize Parker. 5 June 2020. Voice of the Cape, with Shafiek Sedick.4 June 2020. Smile FM, with Benito Vergotine. 28 May 2020. December 2020. SANCA. 4December 2020. November 2020. activism. 25November 2020. series. 29October 2020. panel discussion facilitated by RDavids. 29October 2020. 27 October 2020, paper presentation. Faculty of Community andHealth Sciences webinar, UWC. October 2020. presentation for academicandadministrative staff. 22 2020, online webinar presentation. and postgraduate plansand work readiness. 7October and self-care. 6October 2020, online webinar presentation. CHS workshop. October 2020. paper presentation. Institutions (ASSASWEI) onlinecolloquium. 1October 2020, volume. Association of South African Social Work Education work academics’ voices duringCOVID-19: Turning up the presentation. 2020) virtual conference. 24 September 2020, poster & evaluation. The Network Towards Unity for Health (TUFH stakeholder partnershipmodel: A framework for monitoring Community engagement pharmacy practice multi-level virtual conference. 23September 2020, poster presentation. families. The Network Towards Unity for Health (TUFH2020) tool to facilitate socialjustice for stroke survivors and their presentation. against Women webinar. 31 August 2020, paper global development drivers. 9December 2020. South African Tibb Association. 26September 2020. Tibb practice. CPD-accredited (AHPCSA) workshop for the Medical Sciences, Iran. 8September 2020. School of Traditional Persian Medicine, Tehran University of Online Conference of Integrative Medicine hosted by the deeper needsof patients duringCOVID-19. The International complementary and alternative medicine: Responding to the global definitionof social work. on understandingcultural identity when interpreting the an interactive discussionsession with fourth-year students Van Kerckhoven from the Hogeschool Gent, Belgium,held workshop resulted inapaper submitted to the December 2019on the Do’s andDon’ts of mHealth use. This Nacional Autonoma deMexico. 23—25 September 2020. Co-hosted by the Schoolof Medicine of the Universidad conference of The Network Towards Unity of Health. Africa. Paper presented at the Virtual RUFH2020 annual of contact tracing duringCOVID-19 inCape Town, South Webinar seriesincollaboration with DCAS and the World webinar series.6November 2020. health inresource-poor communities. Meet the professional online. Funding Applications Workshop, UWC. 26October 2020, Capacity-Building Project, CaringSociety [CASO]. EU storytelling andcasestudy. CAN initiative, which have beencaptured ina‘Knowledge to jointly reflect on the development andlearningsof the Network (CAN) fellows from 1September to 31December, of WHO. event includeda welcome address by the Director-General with regional MiddleEastern hostsand WHO. The launch 2 350participants from over 125countries inpartnership health andsocialjustice’. The symposium brought together The theme was ‘Re-imagining healthsystems for better Global Health Systems Research Symposium (HSR2020). decision-making inadapting to a virtual convening of the

Hosts/ organisers of the SA SAMJ . page 57 | Reflective Report 2020 Report | Reflective

degree over the next three years. three the next over degree NRF ratings in 2020. awardedthe Erasmus + 2018 Mobility Granttovisit the University of Granada in Spain in 2020. butthe visit was postponed. of of Psychology.This is a professional development programmeyoung for scholars in psychology.The award wastransferred to 2021 dueto COVID-19. (Research and Innovation). 2020—2022,the Trilateral Continental Grant (UWC, Ghent, Award. and a UMSAEP Missouri) The SAMRC/ UWC Health Servicesto System Research Unitwas renewedfive for years to 31 March 2025 and the SouthAfrican Research Chair in Health Systems 2025. 31 December to renewed was Governance (USDP 2020), inthe Community Development and Community Education Mentorship Programme. In collaborationwith the University of Pretoria, University of - Newark. University Missouri and Rutgers Council SA-UK University Staff Doctoral Programme (USDP Country Report onthe United Nation’s Convention onthe theRights Child. of programme in quality evidence synthesis conducted by Stellenbosch University. development of a research proposal. conference. programme underthe DeputyVice-Chancellor (Research and Innovation). Awards. Doctoral Supervisors atAfrican Universities at Stellenbosch University. (Research and Innovation). Programmethe of 2020 International Congress well-beingfamilies of would be launched in 2021. Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy

Mentoring for academic leadership and for Mentoring wards and significant achievements and significant wards A Award. University webinar. University practice at the University of the Western Cape. UCT. Western the of the University at practice and Helderberg. Khayelitsha River, practice: Community engagement and COVID-19. AFIC and COVID-19. engagement Community practice: 2020. Conference virtual. 2020, October USA. Washington, Josè Frantz, Anthea Rhoda and Marieta du Plessis: and Marieta Rhoda Anthea Frantz, Josè Workshop, for the Muhammad Ali Center Athletes and Social Change and Social Change Athletes Ali Center the Muhammad for 10 and social change. athletes on mentoring, focusing Forum 2020. July South Korea, on sport as a tool for peace. 8—11 February February 8—11 peace. for tool on sport as a South Korea, 2020. webinar. Center Ali Muhammad Brainwaves’ training. Brainwaves’ for guest lecturer USA), University, (Webster Tamashiro CHS Faculty at the DVC (Academic) Week. (Academic) the DVC at CHS Faculty November 2020. November 2020. December Seminar. population during the COVID-19 pandemic. 27 November 27 November pandemic. the COVID-19 during population 2020. 5: Measurement and evaluation of recreation programmes. programmes. recreation of and evaluation 5: Measurement global, local and government perspective. 14 October 2020. 2020. 14 October perspective. global, local and government Western Plan: and Recreation Sport 4: National Webinar Webinar online. 2020, 28 October and review. Cape analysis Webinar online. 2020, 22 September development. policy A and sport: recreation leisure, of 3: Conceptualisation Webinar 2020. 8 September Africa. South Cape, Western 3.3.4 3.3.4 page58 2020: in bodies professional their with engage actively staff FCHS professional boards or organisations Staff nominatedonto regional, nationalor international South Africa. Committee of the Occupational Therapy Association of and the Journal of Assessment andRehabilitation Western CapeGovernment Provincial Research Committee. Therapy Association of South Africa andisamember of the member of the education committee of the Occupational Occupational Therapy Association of South Africa, isa African Journal of Occupational Therapy Therapy Association of South Africa. of various research proposals. Council and the National Research Foundation (South Africa) research inpsychiatric occupational therapy. Western Cape. for babiesunder 1kg inpublicandprivate hospitalsin the Human Breastmilk Bank responsible for breastmilk donation African parkrunresearch requests. Parkrun Research Board that isresponsible for reviewing all Cape branch of the NutritionSociety of South Africa. Nutrition Society of South Africa. Dietetics andNutrition. and Training sub-committee of the Professional Board for to 2025. Shealsoserves asamember of the Education Professional Board for Dietetics andNutrition from 2020 Dietetics andNutritionuntil 30 August 2020. Nutrition Directorate, Western Cape, which provides Child Feeding Working Group, Department of Health M&E for the StoRM project funded by Erasmus Mundus. Association. elected to the position of vice-president of the Ghent Alumni Board of UNICEF’s Innocenti Research Centre and was Society for ChildIndicators, nominated to the Advisory South African Journal of Occupational Therapy . (international) WORK South . , the Student achievements Biokinetics student in2020. ASASWEI Conference. bursary. students received the Erika Theron bursary. College at Oxford. Global Health Science andEpidemiology at Green Templeton Rhodes scholarshipand was accepted to doher Master’s in for their Biokinetics students in2021. University of Technology, planninga value-added workshop development of aseriesof shortcourses in2021. recreation qualification inSouth Africa andplans for the was heldon the development of anacademic therapeutic National Council For Therapeutic Recreation Certification Coalition. An onlinemeeting with Anne Richard from the Provincial Health Committee. their respective professional associations. South Africa onbehalf of their professions. Abdullatief (Unani-Tibb) serve the Allied Health Professions of Behavioural Therapy Association of South Africa. Ukwanda Centre for Rural Health Governing Board. Committee. Committee as well as the International Pierre deCoubertin Committee Education Commission andIOCResearch Grant Action 5ExpertGroup inMarch 2020. Association (IPRA) Governing Council (Africa zone). Western CapeBoard. (President) for 2022—2023. Chair of Programmes (2021—2022) andisservingasChair (CDS) as Vice-Chair of Operations (2020—2021) and Vice- page 59 | Reflective Report 2020 Report | Reflective

and households during COVID-19 lockdown, advised on lockdown, during COVID-19 and households in and participated parcels food DSD of improvement webinars. related several about starting and Sport Affairs Cultural of the Department the at volunteer and a core Disability for Ambassador parkrun. Common Rondebosch November 13 webinar. event online industry Employment 2020. sports policies and evidence-based for Africa Southern and management programming, interventions, strategies, towards geared programmes of evaluation programme by ICSSD is held in high regard The goals. development work its for scholars and institutions leading international the IOC at highlighted was as in sports and development on 9 November Meeting Commission Annual Education Keim. Prof by 2020 attended on feeding schemes and food parcels for individuals individuals for parcels food and schemes feeding on Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy ngagement E chronic diseases. chronic Nkomazi Municipality raising awareness about risk reduction reduction about risk awareness raising Municipality Nkomazi health issues and pandemic, mental COVID-19 for activities in the ‘1000 day project’, ‘100 homes project’ and Beitul ‘100 homes project’ project’, the ‘1000 day in orphanage. Ansaar community-related projects in Fisantekraal and Mitchell’s and Mitchell’s in Fisantekraal projects community-related an of the projects in participated and students Plain (staff involved were they Plain In Mitchell’s NGO called USAPHO). evaluation process of the Resilience Network Project. Network Resilience the of process evaluation Family Counsellor/ Substance Abuse Counsellor and Abuse Counsellor Substance Counsellor/ Family Minister. Associate Trainer/ occupational therapy students for the best research among among research best the for students therapy occupational education. therapy occupational offering universities the eight FCHS FCHS staff are actively involved in community activities: engagement 3.3.5 3.3.5 engagement Community page60 engagement Professional The UWC pod involved staff from other departments in the with the notification and contact tracing of COVID-19 cases. established a‘UWC pod’ to assist the province andcity programmes. students during their community engagement and outreach a non-emergency health promotion vehicle by nursing a recently decommissionedof ambulance, to be used as Officer Executive ER24, extended this relationship with Chief the handover of Johnson, Ben and Valodia for selected students. On 16 September 2020, Dr Biren UWC’s School of Nursing through the provision of bursaries public opinioninput to the Draft Bill. discussion platform that contributed to a comprehensive and from practice. The workshops resulted in a dynamic Work were represented by stakeholders from academia Childhood Development, Social Work andSocial Auxiliary Practitioners at the Department of Social Development). Recruitment and Retention Programme for Social Service of the SSP Draft Bill by Galeboe Rapoo (Director of the a description of the history and context of the development finalisation asanintroduction to the workshops, followed by Dr Ismail Mohamed introduced policy formulation and comment on the SSP Draft Bill on 10, 12, 16 and 19 June. Development, to present virtual working sessions for public in partnership with the national Department of Social Development. It was thus fitting for the department, Service degrees in2021:Social Work andCommunity and lecturer in the UWC Department of Social Work). with children in a digital age (Redau Safodien, PhD student and protection concerns for their children with hearing loss international platform. The topics under discussion were: shared their research findings on this interdisciplinary and lessons learnt from practice and postgraduate students Darmstadt, Germany, practitioners shared experiences and Apart from lecturers in the department and Prof Nicole the University of Applied Sciences in Darmstadt, Germany. seminar formed part of an international collaboration with and youth care work, community work and social work. The network between social service professions such as child This seminar was, among others, aimed at developing a youth well-being from an interdisciplinary perspective. of Social Work hosted a seminar focusing on child and Unani Medicine, WHO Medicine, Unani Benchmark Committee for the Education and Training in Health Organisation (WHO) Benchmark Committees: WHO member, co-rapporteur and peer-reviewer to three World Hygiene and TropicalMedicine. NPO). African physiotherapy education. international organisation and resource related to of Trustees for Physiopedia. Physiopedia is the largest help relieve pressure on the clinicalplatform. into private practices as part of an ongoing collaboration to 2025. Two reports were produced by this task team. 2021— IOP the for team planning the to recommendations the achievements of UWC’s IOP 2016—2020 and made telephonically,especially at ofheight the the first wave. faculty who collectively followed up on hundreds of cases 22 May 2020. Committee of the Department for Cultural Affairs and Sport, meetings of the latter. African Pierre de Coubertin Committee. She attended virtual Development and Peace and the president of the South with the Kazan Action Planand Agenda 2030. especially around sport being an enabler to the SDGs in line prestigious international SDG debates and programmes, advisors, invited keynote speakers and panellists to research collaborators, reviewers, ministerial and government experts in their field, evident in requests for them to act as change. behavioural on group COVID-19 ofa internationally isbeingdiscussed. Recreation Coalition, where the development of TR grant proposal for submissionearly 2021. and Hacettepe University in Ankara, Turkey) to develop a Hungary Gyr, University, (Szechenyi Board the on colleagues Board of Directors and has established research links with Medicine. Unani in Terminology and WHO Benchmark Committee for the Medical page 61 Social Work/ Work/ Social COVID-19 Country Country COVID-19 Frontiers in Frontiers journal. | Reflective Report 2020 Report | Reflective Early Child Development and Child Development Early

(local) and (local) International Journal of Health Policy and Policy Health of Journal International ) on community health systems, including a health systems, ) on community and is on the Editorial Board of of Board the Editorial and is on (international). Makerere. Psychology Werk Maatskaplike Care Humanities and Social Sciences brought against the Department of Basic Education by by Basic Education of the Department against brought with learners for needed additional measures concerning school settings disabilities in special schools and inclusive pandemic. the COVID-19 during the Department and High Commissioner Nations the United impact The with disabilities: persons of and rights ‘COVID-19 with disabilities in persons of the rights on COVID-19 of Africa’. South doctoral (with Approach Whole-of-Society Cape’s Western a report-back at presented was which Okeyo), Ida student the set This 2020. October in late in Saldanhaworkshop Bay a larger for proposal a research of the development for stage WoSA in governance collaborative of evaluation prospective 2021). January funders in to submitted note (concept journal issue ( Management and gender campaign addressing advocacy Balance’ Right and elections board transition, secretariat the association’s elections. officer board (UNU), University Nations the United by an initiative co-led agenda- research and COVID-19 the gender co-convening collaboration. the UNU as part of setting process research shared two for University and Hasselt University a for University with Essex a link as created well as projects, studies in collaboration. her complete to student master’s 2020. 14 December to 7 from Seminars Identification Talent and also Committee Research and Transfer Knowledge Civil Society of response The – Report NRF. led the ongoing revitalisation of thematic working groups, groups, working thematic of revitalisation ongoing the led as core strengthening and capacity engagement regional Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy ,

South African African South Information Information Nurse , International International South African Journal Journal African South , and Public Health Nutrition Public Health BMJ Open , . and the and . Worldviews of Evidence- of Worldviews , Africa Journal of Nursing and Midwifery of Journal Africa , BMC Psychiatry , International Journal of Environmental Environmental of Journal International , . Health SA Gesondheid SA Health , Health Systems Global, A George initiated member analysis analysis member initiated George A Global, Systems Health Cape Town Together organisers. Together Town Cape Global. Systems Health for Group Working Thematic CANS, for debriefings reflective supported workers, health Curationis Nursing Sciences Africa Journal of Psychiatry of Today Education Based Nursing Development and Public Health Research sustained brain injuries and their families. their injuries and sustained brain Today Education Nursing Trust Organisation, which promotes rehabilitation and work work and rehabilitation which promotes Organisation, Trust who individuals to directed initiatives skills development participated in a skills training programme to improve their their improve to programme training in a skills participated skills. and leisure-related work initiatives took place in the communities of Fisantekraal and Fisantekraal of the communities in place took initiatives these communities of youth the Bellville South. In particular, and E Kunneke served as a sub-editor for the for as a sub-editor served and E Kunneke Nutrition Clinical of Journal Intersectoral Children’s Rights Coordinating Committee. Coordinating Rights Children’s Intersectoral journals. scientific various for articles of review peer project. implementation to output with the Developing the Scholars Developing the with output to implementation and Innovation), (Research the DVC with located programme the SCaRPE-A in participating Africa in with colleagues engagement activities, as is listed below. activities, as is listed engagement Violent Extremism. 21—23 September 2020. September 21—23 Extremism. Violent Terrorism hosted within the framework of the United Nations Nations the United of framework the within hosted Terrorism Events, Sporting Major of on Security Global Programme Prevent to Tool as a Values and Its Sport of and Promotion the Virtual International Expert Group Meeting on Sport for for on Sport Meeting Group Expert International Virtual the to Conducive Extremism Violent and Countering Preventing Development’, a sport and development webinar with 400 with webinar development sport and a Development’, 2020. June 23 participants. Scholarly professional engagement Scholarly professional page62 PROF Period: January —December 2020 F DEAN: FACULTY OF DENTISTRY P ROFESSOR A C ULTY N NEI EIL R M YBURGH L eflective M

O Y BUR F D G ENTI H S TRY e eind n isald eea lyr o infrastructural of of forms all that so layers patients, and students staff, for several protection installed and designed We success.substantial consumptionwith foronline it transformed and teaching ofwayour interrogated yearwe the also was it us 2020 Although was the yearCOVID-19 everything,disrupted for community service posts throughout South Africa. in placedsuccessfully were dentists the in All time. minimum the course the completing graduates hygiene oral the for and 75% graduates dental the for 91% of rate throughput the was and a 99% pass rate in the Dentistry class. Of greater significance in final-yearthe ratefaculty, pass Hygiene96% Oralclass a with the for yearsuccessful a was 2020 level, undergraduate the At 4.1 D cdmc rgams s are ot y h Da, rf N Prof Dean, the Dentistry’s by out of carried Faculty is programmes the academic of Management Executive The M the in places countrywide community their service programme in2021. up take to graduated final-years our year, and the completed successfully we that staff our and them to credit real a is It environment. working changed thoroughly a in care clinical and study academic on constraints different very to adapted they as resilience, their showed students Our their UWC dentistry programmes. Universityleave,barelyhavingOslo had hereto students begun and warning without home sentNorway were in students UWC COVID-19halt. broughtourabruptexchange programmes an to on the academicenterprise. more focus to Dean Acting the allowing platform, clinical the of the Western Cape Government (WCG) now remains looks after all aspects Dean new a unresolved. However a Manager appointing for Dental Services appointed ofby a process management The made challenge. that uncertainty of which levels HODs, acting introduced and Deans Deputy acting Dean, Acting an for settle to had faculty the which in year the also was This country that did not have to shut its doors for any length of time. the in faculty only the weresafely.We continue could dentistry Dr and Studies)Postgraduate and (ResearchProfGAVM Geerts executive metmonthly. R anagement EAN eport 2020 ’S O V ER V IEW

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Sciences Dentistry Dentistry Paediatric & Sedation Diagnostics Oral Health Oral Restorative Community Oral Hygiene Oral Maxillofacial & Maxillofacial Anaesthesiology Oral Surgery and Surgery Oral Orthodontics and Orthodontics (6) Departmental Cluster Heads Cluster Chairpersons/ RAM | Reflective Report 2020 Report | Reflective G

ANO G Faculty Office Faculty Faculty Faculty OR Manager Ms JT Savill JT Ms LTY LTY

FACU

Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy 4.2 senior several of retirement the was faculty the for challenge One staff during the 2016—2020 period and three more taking early retirement in These 2017. were all Joint Appointment positions with the WCG so filling these faculty. the impact on significant posts took time and had a the programme in Oral Hygiene are accredited for the full five years. Dean Clinical

Dr E Prince Dr Deputy Dean: Deputy Prof N Myburgh Prof

Research Laboratory Dental and Dental Studies Research & Research Postgraduate Deputy Dean: Deputy Prof GAVM Geerts GAVM Prof

Learning Specialist Teaching & Teaching Deputy Dean: Deputy Prof VJ Wilson VJ Prof Academic including Academic Teaching & Learning & Teaching Programmes Programmes be headed by a clinical specialist in the discipline. This was rectified with the appointment of a specialist and now both the under and postgraduate programmes in Dentistry and efficiency efficiency in delivering the programme. A complicating factor is Specialist all that (HPCSA) body regulatory the of requirement the merger merger in 2004 to accommodate staff from both institutions (UWC and US). The faculty began reviewing this 2020 structure to see in how best to arrange the departments for optimal The The faculty has nine departments grouped into clusters. This grouping was a compromise structure developed during the page64 joint appointment staff. staff. appointment joint by services clinical of rendering the and platform clinical the to access funding, guide the will This Health. and of Department UWC WCG between agreement the still bilateral is a of challenge completion biggest The progress. in work a five-year is faculty’s plan the in issues critical other the Addressing from Associate Professor to Professor. The time-consuming and frustrating. is processThisHealth.of provinceHead approvalforbythe the of department HR the to referral by followedyear, a times four meets only which (JSAC), Committee Advisory Standing Joint Unit/AssociateProfessor on Clinical the Joint Staff Specialist/Headrequire tabling of of the vacancies at levelthe the at Posts process, which is totally university-driven, isefficient. selection and recruitment The below. and level Hygienist Oral Staff establishment Ad Personam promotions saw one staff member promoted of 45 staff members attended and participated in these sessions. these in participated and attended members staff of45 and best practices across disciplines and departments. experiences An share averageto staff for Academicsopportunity ideal an created it and 14:00. andteaching online to regard with curve learning steep a 13:00 experienced between Wednesday every available to them andcomplete clinical requirements). days clinical the maximise (to Saturdays on examinations final their write to requested students BDS Final-year programmes. their complete successfully and outcomes clinical the achieve to students for December 11 until continued activities Clinical October. 16 on MPOHC the at and September 28 on TBOHC purification airunits’ installation). AGP activities commenced at units, the suction (high-volume upgraded were while platforms sites the (MPOHC) Centre Health Oral Plain Mitchell’s and ofend AGP at boththe July the Tygerbergactivities at (TBOHC) Final-year(BDSstudents commenced III)V BOH and non- with practices. assessment and learning teaching, online of improvement to the relation in strides significant made clinical faculty achieve The to outcomes. patients treat to have students as based, chair-side- is teaching and learning and discipline clinical a is dentistry because particularly challenging, was assessment and learning teaching, online to classes contact from adjustment staff The2020. in stress significant and under placed were students and communication resources, COVID-19, of Because 4.3.1 4.3 S period ‘Learning from each other’ meetings during the lockdown relevant assessment activitiesrelated to their specificdisciplines. design participants Furthermore, practices. and learning teaching distance and blended structured for create environments online to participants enabled workshops These eToolsconductedCIECT Theteam Assessmentworkshops.and CIECT support to the faculty during the lockdown period year was finalised. academic following the to promotion before 2021 of February requirementsJanuaryand in clinical complete their to expected returnedstudentsIV III BDS II,to and the faculty BOH and were for students ononline teaching. anotherand preparehowforteaching online to on tips practical between 13:00and14:00. ‘learning from eachother’ sessionsevery Wednesday and year coordinators. I CHO nnovations in Teaching andLearning L AR S HI P page 65 | Reflective Report 2020 Report | Reflective

especially the clinical assessment, with the intention of of the intention with assessment, the clinical especially these between the alignment strengthen to third-year) the BDS programme were amended in 2020. were the BDS programme and grade levels. levels. and grade will be done annually. and is ongoing process review The Academic Vice-Chancellor: Deputy Amendments to Modules to Modules Amendments Modules is currently: faculty The Another objective is to review the assessment protocol of the modules. to credits of the allocation as well as faculty the BDS and BOH and revising reviewing method of faculty The programmes follows a ‘design down’ approach. is aligning The all faculty module outcomes to the home department well as as exit outcomes. Duplication/ Overlapping of content of various modules are also addressed. Module amendments are requested to strengthen the vertical and horizontal articulation between modules, especially between service-level modules and clinical modules. An example amendment of of the this ORT320 module (taught alignment in the third is year) the the new Oral Medicine module. Medicine Oral the new The review process also provides faculty with the opportunity for co-teaching between for students the to commence with clinical activities above-mentioned earlier in the modules, programme, as well as improving the service Centres. Health the Oral delivery by served communities to the with the OBI210 and HUB210 modules (taught in the second year of study). One the of the recommendations of was HPCSA to separate the Periodontology and Oral Medicine disciplines. Periodontology the on focuses (OMP301) module third-year The discipline and the fourth-year Periodontology module will be separated into Periodontology and Oral Medicine. This is also implemented to align the teaching the module of OPA400 and Siya SabataSiya (CPUT). Clinical Examination) during COVID-19: Reflections from the from Reflections during COVID-19: Clinical Examination) department. Prosthetic and Assignments, etc. Assignments, and assessment. 100% continuous for Matching. Norina Braaf did the showcase (i.e. examples of of examples (i.e. the showcase did Braaf Norina Matching. Question Pool MCQs, lecturers): Dentistry by assessments sessions with instructional video snippets on how to create create to how video snippets on instructional with sessions were assessment types of following The quizzes. and tests and Fill-in-the-Blank & False, True MCQs, demonstrated: staff members shared best practices with each other. practices best members shared staff staff members shared best practices with each other. practices best members shared staff Each year group received an online teaching roster as well as assessment schedule and these assisted online sessions. for prepare to lecturers the students and as well as to engage with their experience of online teaching and teaching online of experience their with engage to as well as assessments. to to provide virtual academic support. The Dean’s monthly meetings Office with the DSFC to keep students informed of held the preparation of the clinics according to COVID-19 protocols, revision revision process are to work towards a coherent are: academic programmes and where curriculum aligned current current faculty review process. This is the first comprehensive in review the faculty since the incorporation the of Stellenbosch University (US) dental faculty. The objectives of the curriculum The The faculty also had its five-yearly HPCSA accreditation review for the two programmes in 2017 and recommendations from this 2019 review are being respectively addressed in and the The The Faculty of Dentistry embarked on a full-scale curriculum review of the two undergraduate programmes (BDS and BOH). Curriculum changes/ renewal changes/ Curriculum Review Curriculum as well as the Dental Council Students (DSFC) Faculty provided Statistics Statistics from the CIECT indicated 90% to 99% participation of students in online teaching and assessments. Students who Student participation in online teaching in online participation Student The following meetings were held: were meetings following The page66 s el s oad Poesoaiain ore. he staff Three Courses. Professionalisation Towards as well as Induction the attended staff permanent and appointed Newly personal protective equipment (PPE). and surgery dental the of preparation dentistry, on impact the A UWC. and HERS-SA, number of (CMSA), these workshops focused SA on Society, the COVID-19 of pandemic: Medicine Protection of Dental College NOMADS, (SAMA), Association (SADA),South DentalAfrican Association South MedicalAfrican the by presented were webinars, These courses. attended and workshops departments online academic all across Staff 4.3.2 Scholarshipof Teaching andLearning facilitated was which lockdown, COVID-19 the to prior 2020 January 13—15 from workshop curriculum one had faculty The Curriculum Development Workshop study guides. All disciplines will develop rubrics for the clinical the for rubrics develop will disciplines All guides. study interactive their of development the with continuing are Staff Outcome Purpose: undergraduate students attended. and university levels. processdiscipline. application Thefacultycompletedat the was in the field and also provide a trajectory for further studies in the develop to hygienists oral for qualification formal a provide will PGDip This registered. being is Sciences) Health (Oral PGDip A Sciences Application for the Postgraduate DiplomainOral Health Dentistry. Paediatric of discipline the in specialty a of establishment a the for Committee submitted Planning Academic has Senate the Dentistry to motivation Paediatric of Department The Dentistry speciality Application for the Master of Dental Surgery inPaediatric system with the CIECT. assessment electronic an develop facultywill Theassessments. and mobileassessment instruments.

ongoing responsibilities inmatters of education of the Board. with (DOH), Hygiene Oral and TherapyDental forAssisting, Dental Board the on committee education the chairs Brijlal P Dr Sciences andEconomic andManagement Sciences. Induction Course. alignment to PGDip students in Education as well as staff on the constructive on presented Gordon C Dr and Mohamed N Prof Higher Education, andResearch Supervision. workshops: SAFRI three co-facilitated also She COVID-19’. of impact the ‘Adaptingto and activities’ professional entrustable ‘Transformativelearning, (AMEE): Europe in Education for Medical Association the by hosted webinars attended Maart R Dr members registered for the PGDiplomainEducation. hosted by UWC, SADA webinars andother organisations. of number a attended departments all across Staff Teaching andLearning development interventions and the Faculty of Dentistry was well represented. DVCThe(Academic) Teamsuccessfula AcademicWeek hosted DVC Academic Week these workshops were: for areas focus Thefaculty. the in coordinators module all with assessments for online delivery during the COVID-19 pandemic’, Assessment (e.g. essay style) to onlineequivalents. questions to auniqueanswer format. move exams to new online formats. online formats. assist lecturers to move continuous assessments to new assessment tasks secure. discrimination inand through higher education. page 67 | Reflective Report 2020 Report | Reflective

sites or students to travel. Eventually, the faculty contracted only only contracted faculty the Eventually, travel. to students or sites two research assistants: Dr O Ahmed and Dr S Kabbashi, both R91,140. was expenditure Total PhD students. intern NRF Following a successful application for a DST-NRF Internship Academic Vice-Chancellor: Deputy DVC research recognition awards recognition research DVC faculty: the from Nominations H Holmes Dr Researcher: Generation Best Next R Mulder Dr Researcher: Best Mid-Career S Khan Prof Best Established Researcher: S Ranchod Dr (M): Student Best Postgraduate S Cozyn Mr Faculty: Support Administrator Best N Mohamed Prof in Research: Women assistant study – research Work Following a call to faculty staff, postgraduate proposals/ research assistants applications for Dentistry were for submitted to the Office of the DVC. The DVC approved a total budget of Dentistry. for assistants research postgraduate for R350,000 This process happened prior to the COVID-19 lockdown that to due staff projects a of significant delayed stopped number or and postgraduate students not being able to access research Research Programme Development Capacity University Dentistry: for approved were applications following The R150,000). Amosun (value: S Dr mentor. Faculty Category: Research the Developing the (for Researcher Emerging Category: value). monetary Ahmed (no S Dr Programme). Scholar faculty The (NESP): Programme Scholar the Emerging Nurturing secured one of 105 available NESP positions nationwide in the and Genetics, Biology Molecular or Microbiology niche ‘Oral area R660,000). (value: including Forensics’ health practitioners as well as precautionary measures in the Brijlal. P workplace: Published e-bulletin and newsletter articles, ‘Check your caries Brijlal. P respectively: assessment’ risk caries risk’ and ‘Dental Oral Health Month radio talk shows on guest. invited HPCSA Power FM: P Brijlal, ParticipationinVirtual UWC OpenGrade for Day 11 and 12 learners. HPCSA HPCSA Board for Dental Assisting, Dental Therapy and Hygiene: Produced a Oral video on the impact of COVID-19 on oral during COVID-19 pandemic. during COVID-19 the context of decolonisation. of the context content. student learning. learning. student Oral Oral Hygiene conducted a brushing Western the in schools needs special programme three at application fluoride and topical 2020. Cape in March Douglas Petersen (UWC student recruitment): Dr R Maart. Dr recruitment): student (UWC Douglas Petersen group. WhatsApp Society Paedodontic the ran Mohamed N Prof Bellville South Higher Education Trust engaged with UWC to provide information for Grade 12 learners, facilitated by Mr prepared and collected by the faculty and these were distributed distributed were these and faculty the by collected and prepared to communities in partnership Kiewiets). Damaris (Ms Unit Engagement with the UWC Community Women’s Women’s Month activities by collecting Hospital. Tygerberg the at blankets patients for clothing and warm Jars of Hope and food items (such as rice and soya) were Community Outreach Community The faculty took part in the Nelson Mandela Day outreach and The The Centre for Student Support Services provided the faculty students. to support who provided counsellor with a dedicated CSSS Presenters from the Faculty of Dentistry: of Faculty the from Presenters page68 employees). R170,000 (determined by the basic conditions of service for NRF PhDnationalreview Table 14.COVID-19 assistance to postgraduate students delivered andinstalled. Actual total expenditure was R576,611.14. All the items have been the in spent was budget This equipment. research on to spend R560,100 allocated was Dentistry of Faculty the 2020, In CAPEX significant a had pandemic the of outbreak the Unfortunately, laboratory. the forprotocol control waste a of development the with assisted and team review systematic a with collaborated research of variety a with assisted She period. 2019—2020 ProfMemberGeerts: of the WorkingGroup for NationalReviewthe StudiesDoctoral(2019—2020): on representative fromDentistry part of several task teams. Workshops offered for faculty staff facilitated by the DeputyDean:Research andPostgraduate Studies Chairside assistants Memory sticks(128GB) Goggles and face shields Air purifier I tem R485,480.48. November 2020. 6 2 51 15 N umber learning platform. and teaching digital accessingthe challenges had who students PGDip two for were content course sticks with Memory uploaded and AGPs. purchased perform to need who students postgraduate for provided also were goggles and shields Face value of the support was R512,723. The 2021. of end the until extended eventually were contracts The 2021). March 2020—31 November (1 for initially appointed months werefive Centres Health Oral Plain Mitchell’s and Tygerberg the at Orthodontics and Periodontics and Oral Medicine Dentistry, Restorative for assistants chairside dental Six were AGPs where surgeries performed andadditionalPPE for postgraduate students. for purifiers air/UV dentistry, four-handed allow to assistants chairside for submitted were Motivations conditions. COVID-19restriction the under open to allowed was platform clinical the as soon as work patient their with continue to programmes structured postgraduate clinical/ enable in students to possible as safe as the platform making clinical on focused Studies Dean: Postgraduate Deputy and the Research of office The programmes. postgraduate their complete and continue to students postgraduate to assist available the budget a under made Innovation), resorting and (Research Studies, DVC Postgraduate of Division The COVID-19 assistance for postgraduate students 512,723.80 407,036.75 1,042.84 20,058.30 84,585.90 Total in R ands page 69 | Reflective Report 2020 Report | Reflective

Orthodontics Orthodontics Health Oral Community Orthodontics Community Oral Health Health Oral Community Dentistry Prosthetic Hygiene Oral Hygiene Oral Dentistry Paediatric Pathology Oral and Periodontics Medicine Oral Dentistry Prosthetic and Periodontics Medicine Oral Dentistry Conservative Dentistry Prosthetic Department Department Dentistry Prosthetic Office Dean’s Biology Oral Dentistry Prosthetic Diagnostics and Radiology Orthodontics Orthodontics Dentistry Conservative Dentistry Conservative Office Dean’s Dentistry Prosthetic Health Oral Community Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy orthodontic patients. BM20/5/23 patients. orthodontic syndromes affecting the craniofacial complex: Systematic review review Systematic complex: the craniofacial affecting syndromes BM20/5/3 protocol. and oral dental of and knowledge Prevalence stomatitis: Denture BM20/5/14 students. hygiene newly of actual competence versus competence of level Self-perceived BM20/5/22 year. service community their in dentists graduated with its health, along and mental academic stress of association The BM20/5/15 students. in dentistry manifestations physical to find it acceptable Centre Health Oral Tygerberg at Do adult patients BM20/5/24 positive? HIV who are clinicians by treated be BM20/5/12 students. in dental and stress anxiety Depression, State Free the referred in and its characteristics malocclusion of Analysis The oral health-related quality of life of students attending the University University the attending students of life of quality health-related oral The Cape. BM20/4/13 Western the of discipline-based versus on holistic perceptions students’ Dentistry UWC BM20/4/14 teaching. clinical living in Disa among students medical male circumcision of Perceptions Cape. BM20/4/29 Western the of University residence, in diagnostic activity COMT to linked pain perception of Assessment African in a South disorders joint temporomandibular with groups BM20/4/27 population. an aerosol the use of during in dentistry aerosols of Dissemination BM20/5/2 suction device. with those in turcica sella the radiographic of variation Morphological cytotoxicity of biomodified conditioner. BM20/4/2 biomodified conditioner. of cytotoxicity of academic performance sleep habits and between relationship The Cape. BM20/4/3 Western the of the University at students dental BM20/4/4 review. scoping A dentures: for workflow Digital oral of knowledge their and students among dental practice Smoking with it. BM20/4/5 risks associated different of phobia amongst patients dental and causes of Prevalence clinics in and public dental private at treated groups and gender age BM20/4/6 Africa. South BM20/4/9 Social media and dentistry. and Dentistry Hygiene Oral of methods the study of An investigation Cape. BM20/4/12 Western of the University at students Ameloblastomas in the Sudanese populations. BM20/1/9 populations. the Sudanese in Ameloblastomas towards students dental and beliefs of practices attitude, Knowledge, BM20/2/5 survey. multi-country A e-cigarettes: in dentistry. education radiology promote to social media Using BM20/3/6 in arch-perimeter dental determine to model a mathematical Using clinics. BM20/3/9 Orthodontic UWC at presenting Class II patients retrospective A dimensions: on airway extraction premolar of Effects BM20/3/4 appraisal. cephalometric albicans. nanoparticles against Candida silver of efficacy Antimicrobial BM20/4/1 Title implant dental and conventional immediate between Comparison BM20/1/6 prosthesis. and removable fixed for loading gum arabic-silver of effect The toothpaste: a novel Towards BM20/1/7 biofilm. the oral on nanoparticles with diagnosed patients of genotype-phenotype-correlation A pplicant Dr MD Nyakale Dr Prof A Harris A Prof R Barrie Prof Dr C Gordon Dr Dr R Adam R Dr R Maart Dr Dr I Roomaney Dr Dr R Mulder Dr Dr M Meyer Dr Dr N Noordien Dr Roberts T Prof Dr M Naidoo Dr Prof S Khan Prof M Naidoo Dr Dr K Simpson Dr Prof S Khan Prof D Smit Dr G Geerts Prof Dr F du Raan F Dr Dr S Indermun Dr Dr M Hamid & Prof M Chetty M & Prof M Hamid Dr S Khan Prof Dr O Ahmed & Prof G Geerts G Ahmed & Prof O Dr A S Khan & Prof C Palayandi Dr Table 15. Currently registered research projects research registered Currently 15. Table page70

Dr A Shnaiba&Dr IRoomaney Dr AIA Ahmed Dr V Gomba Dr MElhag Dr SKabbashi Dyason Dr R Adam, Dr S Ahmed &Dr A Asia-Michaels Dr MBaessa Dr S Adam Dr DElamin Dr M Ahmed Dr NBarnard andProf J Morkel Douglas-Jones, Dr NBehardien, Dr Dr MSallies, F Titinchi, Dr M Dr R Adam Maart &Dr DSmit Ms RBasson,Ms NGordon, Dr R Dr RMusa Dr A Suliman Dr NRampersad Prof RBarrie Dr NHamadelneil Dr F Titinchi A Dr MGalane Dr SIdriss pplicant hospital, Sudan. BM20/10/25 determination inasampleof adults from Khartoum teaching dental The intercanine distance in the maxillaandmandible for sex susceptibility ina Western Capepopulation. BM20/10/9 Investigating the role of hostgenetic variants inperiodontitis African dental schools.BM20/10/8 relationship between teaching practices versus clinicalpractice at South Amalgam vs composite resin placement for posterior restorations: The vitro simulation. BM20/10/2 The effect of impression tray relief holeson tissue displacement: An in filling: An in vitro study. BM20/10/1 The antimicrobial effect andcytotoxicity of amixed primary root canal fabrication methods: A comparison. BM20/9/6 Accuracy inreproduction of edentulous saddleareas usingdifferent cast Khartoum, Sudan. BM20/9/8 health-related quality of life inchildren with cleftlipand/ or palate in Dental anomalies, oral healthstatus, orofacial dysfunction andoral systematic review. BM20/9/4 in waterpipe tobacco smokingcompared to cigarettes smoking: A Cellular andmolecular biomarkers on the oral mucosa andsaliva periodontitis at a tertiary institutionin the Western Cape.BM20/8/4 A retrospective descriptive analysis of patients diagnosed with tertiary hospitalinSouth Africa. BM20/8/3 The impactof COVID-19 onmaxillofacial andoral surgery service in Western Cape,South Africa. BM20/8/2 Dental services duringapandemicat anacademichospitalin the BM20/8/1 and Oral Hygiene students at the University of the Western Cape. The psychosocial effect of the COVID-19 national lockdown onDentistry health amongstadolescent type idiabeticpatients. BM20/7/5 The effectiveness of amobile-basedapplication to promote periodontal diabetic adultsat Tygerberg Hospital. BM20/6/14 The association of periodontal disease with metaboliccontrol in type 1 paediatric cancer survivors. BM20/6/9 The impactof cancer therapy on the oral health-related quality of life of BM20/6/10 Infection control practices in the clinicsat Tygerberg dental faculty. BM20/6/3 conventional endodontic treatment. An overview of systematic reviews. To determine the efficacy of laser treatment asanadjunct to Centre. BM20/5/13 and management at the University of the Western CapeOral Health Residual cysts of the jaws: A retrospective study of characteristic features Title Dental aberration of osteogenesis imperfecta: A systematic review indigenous Australian adults: A systematic review. BM20/10/2 Factors associated with oral healthoutcomes amongself-reported- the Western Cape,South Africa. BM20/10/22 Analysis of dental anomaliesinunilateral cleftlipandpalate patients in unilateral cleftlipandpalate. BM20/10/24 Assessment of dental arch relationships inSouth African patients with the elimination of debrisandsmear layer. BM20/10/15 To determine the effectiveness of irrigation methodsand techniques on Oral Medicine andPeriodontics Oral Medicine andPeriodontics Maxillofacial andOral Surgery Conservative Dentistry Dean’s Office Community Oral Health Oral Medicine andPeriodontics Community Oral Health Community Oral Health Restorative Dentistry Maxillofacial andOral Surgery Department Oral Medicine andPeriodontics Community Oral Health Orthodontics & Forensic Sciences Maxillofacial andOral Pathology Oral Medicine andPeriodontics Restorative Dentistry Prosthetic Dentistry Paediatric Dentistry Restorative Dentistry Paediatric Dentistry Orthodontics Restorative Dentistry page 71 . (1): 1—7. DOI 1—7. (1): (1): 24—29. (1): Oral Oral Surgery 42 , (16), 5968. (16), 1—7. doi:10.1093/ 1—7. : 1—12. DOI 10.1002/ International International Journal of . https://doi.org/10.1371/ (1): 24—29. (1): | Reflective Report 2020 Report | Reflective

Journal Journal of Biomedical Material :10. PLoS PLoS One (5): (5): 253—259. http://dxdoi.org/1017159/2519- European Journal of Orthodontics of Journal European European Journal of Orthodontics, 42 Orthodontics, of Journal European European Journal of Orthodontics: of Journal European Part Part B - Applied Biomaterials (18): 6704. (18): . SADJ, SADJ, 75 seler, seler, A., Heliövaara, A., Mølsted, K., Marcusson, A., Karsten, ü for for unilateral cleft lip and palate: Craniofacial cephalometrics at years. eight ejo/cjaa060 A., Karsten, A., Heliövaara, A., Marcusson, K., Mølsted, A., Küseler, primary of trials randomised Scandcleft (2020). al. et H. Bellardie, eight at growth maxillary palate: and lip cleft unilateral for surgery age. of years Asia-Michaels, W. (2020). COVID-19 and its impact in the dental dental the in impact its and COVID-19 (2020). W. Asia-Michaels, setting: A scoping review. 2020. 18 December journal pone.0244352. Khan, S.B. (2020). Translation of the shortened research into clinical mapping A stakeholder practice: approach. dental arch 6 Open, Journal Dental British K A., Bellardie, H. et al. (2020). Scandcleft trial of primary surgery Research jbm.b.34765 Indermun, S., Shaik, S. & Opperman, J. grapes with a (2020). bag of marbles: A The concurrence of the bunch botryoid of odentogenic cyst with a compound odontoma. doi.org/10.111/or5.12581 A., Heliövaara S., Chalien, M.N., A., Rizell, A., Marcusson, Karsten, A. et al. Scandcleft trials (2020). randomised primary of Küseler, surgery for unilateral cleft lip and palate: occlusion in 8-year- olds according to the Modified Huddart and Bodenham index. 42 Orthodontics, of Journal European Maspero, Maspero, C. A literature of scoping respirator and review (2020). a survey among dental professionals. 17 Health, and Public Research Environmental Farronato, M., Tadakamadla, S., Quadri, R.F.A., Acharya, S., deliver oral health care during and post COVID-19 pandemic. International Journal of Environmental Research and Public 17 Health, Heliövaara, A., Skaare, P., Küseler, A., Shaw, primary of trials randomised Scandcleft (2020). al. et A. Karsten, W., Mølsted, K., relationships arch Dental palate. and lip cleft unilateral for surgery year-olds. 8 in 31579909 PubMed 10.1093/ejo/cjz067, N. Davies, J., Hille, S., Prince, J., Peres, E., Hofmann, R., Hendricks, et al. (2020). In vivo tendon-like tether formation using a novel management the in advancement base tongue eliciting for device of obstructive sleep apnoea. used. 75no594 0105/2020/V Farao, W. Farao, & Geerts, G. (2020). Conformity of removable partial denture designs to agreed principles based on materials Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy (7): Respiration, Respiration, SADJ, SADJ, 75 Head & Face Head & Face International International . https://doi. (19): 11—25. (19): New New Microbes SA SA Journal of S MethodsX Faculty Dental Journal, Journal, Dental Faculty ION T ICA L European European Journal of Medicinal (10): 575—579. (10): (5): 328—339. (5): Published online, 2 September 2020. DOI: DOI: 10.1159/000503586 . (1). ISSN: (Online) 2078—6778, (Print) 1027-202X (Print) 2078—6778, ISSN: (Online) (1). EARCH PUB EARCH :10. https://doi.org/10.1186/s13005-020-00224-4 :10. S . DOI: 10.5772/intechopen.94192. Available SADJ, 75 SADJ, E (4): 56—66. (4): European Journal of Medicinal Plants, 31 Plants, Medicinal of Journal European R (6): 546—550 (6): (2): 66—69. DOI:10.1308/resfdj.2020.66 (2): 66—69. orthodontic orthodontic bracket and tooth micro-computer tomography adaptation scanner. using an 2020.100851 mex org/10.1016/j. x-ray Medicine, 16 Medicine, Chetty, Chetty, M., Roberts, T., Elmubarak, M., Bezuidenhout, H., Smit, dental challenges, and a case review presentation. presenting presenting with cervical nodal 24 Radiology, metastases. The The rare entity of follicular dendritic cell sarcoma of the tonsil Brugman, Brugman, J., De Bruyn, G., Naidoo, K., Merven, M., Opperman, Bots, Bots, E.M.T., Opperman, J., Bassa, F. & Koegelenberg, (2019). An endotracheal C.F.N. plasmablastic lymphoma. 98 misdiagnosed and underreported entity. entity. underreported and misdiagnosed 11 Dental Journal, 70 Journal, Dental often An cyst: paradental The (2020). G. Cousin, & B. Berezowski, Folayan, M.O. et M.O. al. Folayan, (2020) Happiness among dentists: A multi- scale, multi-national study from 21 countries. expectations expectations with complete removable dentures. 362—366. cariogenic cariogenic microorganisms. 31 Plants, Ahmed, R. (2020). Development of a tool to measure patient E. & Ntungwen Fokunang, C. characterisation et al. and (2020). Phytochemical antibacterial activity of propolis on activity of activity Clausena of anisate on cariogenic and periodontopathic bacteria. Tembe-Fokunang, S., Naidoo, B., Kaptue, R., Tsague, A.M., Agbor, Agbor, A.M., Fotsing, K.P., Dountio, S.H., Fokunang, N.C. & Naidoo, Naidoo, & N.C. Fokunang, S.H., Dountio, K.P., Fotsing, A.M., Agbor, S. (2020). Phytochemical investigation and anti-microbial IntechOpen from: potential-of-salivary-exosomes-in-oral-cancer https://www.intechopen.com/online-first/diagnostic- Adeola, Adeola, H., Holmes, H. & potential Temilola, D.O. of (2020). salivary Diagnostic exosomes in oral cancer [Online first]. 10.1016/j.nmni.2020.100751. Adam, R. (2020). Re-thinking South African dentists’ role in a pandemic. and nasal spray may protect against COVID-19. & New Infections. 4.3.3 4.3.3 Abdulrab, S., Alkadasi, Al-maweri, B., S., Halboub, E., Alhadainy, H. & Geerts, G. (2020). Statins-based prophylactic mouthwash page72 dental practitioner needs to know. the What Act: Children’s the and Ethics (2020). N. Mohamed, Ethical considerations. European Journal Orthodontics, 42 for unilateral cleft lip and palate: dental anomalies in 8-year olds. ofprimaryrandomised(2020). trials surgery Scandcleft al. et A., Rizell, S., Bellardie, H., Karsten, A., Saele, P., Mooney, J. Heliövaara, Surgery, 27 features. histopathological (2020). and J. radiographic of Morkel,Analysis mandible: the of & Ameloblastoma N. Behardien, F., Titinchi, S., Ranchod, Environmental Research &PublicHealth, 17 Africa. South in study cross-sectional control trial. control randomised split-mouth Atherapy: periodontal non-surgical in vivo In (2020). bacteria complexred on application laser J.diode ofinvestigation Hille, & H. Holmes, S., Staden, van Mulder 18 nanodiamond- ionomers. placed glass modified newly of uptake Neutral gel (2020). fluoride M. Frazenburg,sodium & N. Mohamed, R., Mulder, org/10/3389/froh.2020.613384 ionomers. glass on modified roughness surface material Streptococcus resultant (2020). and R. growth mutans Ahmed, & E. Maboza, R., Mulder, care workers. mucosal R.T.,oral ofPrevalence T.E.(2020). Matsha, A.P.Kengne,& Erasmus, F., Kimmie-Dhansay, U., Chikte, C.C., Pontes, vegetables. and fruit fresh of consumption adolescents of mitigation in the participation Parental (2020). S. Naidoo, & T.E. Okagbare, Nortjé, C.J. (2020). Maxillofacial Radiology 186. Nortjé, C.J. (2020). Maxillofacial Radiology 185. Nortjé, C.J. (2020). Maxillofacial Radiology 184. Nortjé, C.J. (2020). Maxillofacial Radiology 183. Nortjé, C.J. (2020). Maxillofacial Radiology 182. Nortjé, C.J. (2020). Maxillofacial Radiology 181. Nortjé, C.J. (2020). Maxillofacial Radiology 180. Nortjé, C.J. (2020). Maxillofacial Radiology 179. Nortjé, C.J. (2020). Maxillofacial Radiology 178. Nortjé, C.J. (2020). Maxillofacial Radiology 177. 50 Disorders, of Journal & Autism Developmental Disorder.SpectrumchildrenAutismwithfor tool care oral an as board communication dental A (2020). S. Singh, & M. Naidoo, 020-78435-7. (1): 1047—1054. (1): 6. SADJ, 75 cetfc eot, 10 Reports, Scientific SADJ, 75 (5): 235—240. (4): 175—182. SADJ, 75 rl elh Peetv Dentistry, Preventive & Health Oral rnir i Oa Health. Oral in Frontiers ora o Oa Mdcn ad Oral and Medicine Oral of Journal (7): 396—399. OHASA, 21 231 di 10.1038/541598- doi: 21311. , (1): 8—14. nentoa ora of Journal International (3): 1065. (4): 27—29. SADJ, 75 SADJ, 75 SADJ, 75 SADJ, 75 SADJ, 75 SADJ, 75 SADJ, 75 SADJ, 75 SADJ, 75 SADJ, 75 (11): 3831—3843. https:doi. (10): 583. (1): 48. (5): 271. (3): 160. (2): 100. (8): 459. (9): 511. (7): 395. (6): 331. (4): 218. One, 15 lesion. inconspicuous seemingly this of study pathologic Titinchi, F. & Morkel, J. (2020). Residual cyst of the jaws: A clinic- 0105/2020/V75no694. cases. org/10.1016/j.oraloncology.2020.105141 (2020). neoplasm. odontogenic M. benign Douglas-Jones, mimicking mandible & the to melanoma J. amelanotic Metastatic Opperman, F., Titinchi, Pai. R.C., Eagle, M., Kidd, F.,Wolkow,Jakobiec,N.,Afrogheh,A., American Journal of Ophthalmology, 200 implications. Therapeutic carcinoma: cell squamous invasive and conjunctival in 1 expressed are 2 ligand 1 ligand death cell programmed 1 death cell Programmed (2020). & W.C. S.I. Faquin, Pai. R.C., Eagle, A., Afrogheh, F., Jakobiec, N., Wolkow, case report. a mandible: anterior the in tumour odontogenic Adenomatoid iici F, eade, . Mre, . Opra, . (2020). J. Opperman, & J. Morkel, N., Behardien, F., Titinchi, Maxillofacial Surgeons, 46 treatment to methods. according recurrence considering keratocysts odontogenic of management for Protocol (2020). F. Titinchi, 327—332. DOI:10.17219/dmp/119998 Osteopetrosis literature. the of review and (2020). J. Morkel, report case rare A maxilla: the of & osteomyelitis by complicated F. Titinchi, M., Sallies, review. systematic A syndromes: Orthodontics andCraniofacial Research, 24 genetic with morphology turcica patients Sella in (2020). M. Chetty, & I. Roomany, systematic a review. for Protocol syndromes: genetic with patients in morphology turcica Sella (2020). M. Chetty, & I. Roomaney, ih edrhp eeomn porme truh HR. a priority in the faculty. through positively programmes engage Professionalisation developmentof academic and administrative staff to remains leadership continues Dentistrywith of Faculty The Staff Development Journal of Ophthalmology, 220 inhibitors. checkpoint of trial clinical a for case The and 1 programmed ligand death ligand 2 death in ophthalmic sebaceous programmed carcinoma: of expression High (2020). W.C. Faquin, & S.I. Pai. A., Afrogheh, F., Jakobiec, N., Wolkow, Surgery, 36 implications. Therapeutic orbit: the of carcinomas cystic adenoid secondary and primary SADJ,75 (12): e0244250. (ISI JMIR Research Protocols, 9 ora o te oen soito o Oa & Oral of Association Korean the of Journal (5): 444—450. Oral Surgery, 13 (6): 309—313. http://dxdoi.309—313.(6): 17159/2519-Org/10. Ophthalmic Plastic & Reconstructive & Plastic Ophthalmic (5): 358—360. Impact Factor: 2.7) (1): 291—297. Dental & Medical Problems, 57 Problems, Medical & Dental : 128—139. rl Oncology, Oral (11). : 226—241. (2): 194—205. https://doi. American PLoS (3): page 73 | Reflective Report 2020 Report | Reflective

MPhil Health Professions Education (US). Completed 2020 Completed (US). Education Professions MPhil Health Bioscience MSc Medical MSc Dent MSc Dent MSc Dent MSc Dent (UNISA) Psychology PhD Educational PhD PhD PhD PhD PhD (US) Care) Health and Primary Medicine Family of PhD (Division ovember: ovember: Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy N ovember: ovember: N , 12—13 , 12—13 ducation: E MU PS, 12 ), S M R D IA ovember: ovember: ovember: ovember: N N esearch ( esearch ealth Professions ealth Professions R H ovember—3 December: December: ovember—3 N Prosthetics Hygiene Oral Surgery and Oral Maxillofacial Dentistry Prosthetic Hygiene Oral Health Oral Community Hygiene Oral Dentistry Paediatric Restorative Dentistry Dentistry Restorative Dentistry Restorative Dentistry Restorative Surgery and Oral Maxillofacial Orthodontics onference, 10 onference, C onferences and international visitors/ fellows hosted in this period in hosted fellows visitors/ and international onferences C onference, hosted online by online by hosted onference, onference on onference C C onference, 30 onference, C edical ssociation for Dental Dental for ssociation A M ll ll 2020 – Dental ll 2020 – Dental A A Virtual A oundations of Leadership 2, 11—13 2, 11—13 Leadership of oundations nternational nternational I S F

A M LT L PD virtual congress, 13—17 September: September: 13—17 virtual congress, PD thics for for thics thics for for thics ourth Dr F Peerbhay F Dr Ms N Gordon N Ms D Smit Dr Cader R Ms Dr N Behardien Dr R Maart Dr Dr C Gordon Dr Viljoen K Ms Dr S Bredenkamp Dr M Persens Dr Dr C Cloete Dr nternational nternational Dr B Kathree. B Kathree. Dr Dr N Behardien, Dr F Peerbhay. Peerbhay. F Dr N Behardien, Dr F Maart, Prof JA Morkel, Dr R Mulder, Prof N Myburgh, M Nyakale, Dr F Peerbhay, Dr N Potgieter, Prof VJ Wilson. Wilson. VJ Prof N Potgieter, Dr Peerbhay, F Dr M Nyakale, N Myburgh, Prof R Mulder, Dr Morkel, JA Prof Maart, HE In March 2020, Prof Soriano from Spain was scheduled to spend a week in the Paediatric Dentistry Department on the crisis. Erasmus the COVID-19 to do so due to unable was but she programme, exchange programme in Mfuleni, Paarl. in Mfuleni, programme The The Department of Maxillofacial and Oral Surgery hosted colleagues from the Universities of Bergen and Oslo medical and dental faculties respectively: Prof Kathrine Skarstein (Oral Pathologist), Haukeland University Hospital, Bergen, Norway, and Prof Janicke 2020. February Norway. Oslo, of University Dentistry, of Faculty Jensen, Visiting academics Dr M du Raan, Dr F Karjiker, Prof J Morkel. J Morkel. Prof Karjiker, F Dr M du Raan, Dr I Prof N Mohamed. N Mohamed. Prof E Dr C Cloete, Dr F Karjiker, Dr C Saayman. Dr Karjiker, F Dr C Cloete, Dr HE IA N Potgieter. Dr C Peck, Dr N Noordien, Dr N Mohamed, Prof E Prof M Chetty, Saliva Symposium, India, January 2020 January India, Saliva Symposium, M Chetty, Prof Conferences Local Dr R Maart, Association for Medical Education in Europe (AMEE) in Europe Education Medical for Association R Maart, Dr IAP of Congress and XXXIII International the ESP of 32nd Congress J Hille, Prof 4.3.4 Seminars and Seminars 4.3.4 Overseas Conferences Table 16. Current enrolment/ completion of staff in postgraduate studies in postgraduate staff of completion enrolment/ Current 16. Table page74 External Commitments boards or organisations Staff onregional/ national/ international professional 4.3.5 departments: foundations of leadership programme (2020). clinical moduleat CPUT. organising committee and the deputy scientific chair. (CMSA). leaders at UWC. category for excellence of women academicsand women category in the Faculty of Dentistry. Dr RMulder. 2020—November 2021.Part of Grant Number 3157947. CH Parmeijer Fellowship (Johannesburg, Gauteng), December removal by passive and active sodium hypochlorite irrigation. R301,000. Dental Aerosol Suction Device (DASD). awarded inSouth Africa for the novel device named the 2021—2025. Faculty of Dentistry for the UWC Digimag. women inacademiaduring Women’s Month. leaders at UWC. focusing on the excellence of women academicsand women Academia for the Faculty of Dentistry. Award for the Faculty of Dentistry. Award (Faculty of Dentistry). Research Award. from Associate Professor to Professor. A wards andsignificant achievements Ad Personam promotion Pretoria’s PDDinPaediatric Dentistry. writing the dental contract for the Department of Health). India. examinations at UP. interviews at UP. examination at Wits. examination at SMU. organising committee and the deputy scientific convenor. exit examination (June/ July 2020). member (SAAHE, 2020/1). degree. Surgery (IBCSOMS). for the Certification of Specialists inOral andMaxillofacial Care). Committee of the PhelophepaHealth Train (Primary Health Collaborative Centre. on ACU. reviewer for Parmeijer grant. programme. Johannesburg). assessment of research chair for the NRF (University of Dentistry. Congress 2023. Congress 2023. MSc. page 75 , Journal of Oral Oral of Journal , , and member of of , and member omments | Reflective Report 2020 Report | Reflective

2 failed 2 failed 1 C 1 de-registered failed 4 failed 1 failed 1 failed 1 . Health Gesondheid SA Health Journal of Dentistry and Oral Hygiene and Oral Dentistry of Journal , section editor of of section editor Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Archives of Clinical Community Medicine and Public Health Medicine Community Clinical of Archives 98% 100% 99% Percentage 97% 88% 96% 99% 99% , . The Open Dentistry Journal Dentistry Open The , and . . Journal of Paediatric Care Paediatric of Journal , . South African Dental Journal, Dental African South ate R Dentistry and Medical Research and Medical Dentistry 28 out of 29 28 out of 32 28 out of 24 23 out of 79 78 out of 83 82 out of 91 89 out of 85 85 out of 87 86 out of Pass Pass , cum laude.

ST Journal of Dentistry of Journal ST , summa cum laude. cum laude. summa Edorium Journal of Dentistry of Journal Edorium South African Dental Journal Dental African South South African Dental Journal Dental African South Archives of Dentistry and Oral Health Journal Health and Oral Dentistry of Archives Edorium Journal of Dentistry of Journal Edorium and Solutions Problems Dental of Journal Studies and Dental Health and Dental Assisting programmes. Assisting and Dental with universities and other stakeholders involved with the education and training of the professions under its ambit. Dr Brijlal is Brijlal its ambit. Dr under the professions of training and the education with involved stakeholders other and with universities process. the review chairing Dental Therapy and Oral Hygiene is reviewing the Scope of Practice documents. This process involves extensive engagement engagement extensive involves process This documents. Practice of the Scope is reviewing Hygiene and Oral Therapy Dental Oral Medicine (SASPIO). Medicine Oral lass BDS IV V BDS BDS I BDS II BDS III BOHII BOH III C BOHI Membership of Editorial Boards Editorial of Membership Boards Professional of Membership Undergraduate students Undergraduate Rate Pass Student Undergraduate 17. Table Student Achievements Student page76 Clinical Assistant/ Registrar post on the establishment of the of establishment the on post Registrar Assistant/ Clinical a to linked are degree the for registered Students years. five is it where Surgery, Oral and Maxillofacial excluding Specialists, Dental all for years four is completion to HPCSA. time minimum the The with Consultant Specialist/ Dental a as register to holder the enabling degree specialist a is degree MChD The students completed. Fifty-nine PGDip, nine MSc Dentistry, seven MChD, and two PhD Postgraduate student completions programmes. graduated student PDD One Postgraduate students to return to Oslo. had also faculty,the at months three spend to scheduled been had Februaryand 24 on arrived who students, FourMarch.UiO 15 on return to had students the and lockdown into went Oslo COVID-19, to due Unfortunately, UiO. and UWC agreement the exchange between the of part as Oslo of University the at May)February—23 (24 months three spend to scheduled Pilusa, were Cyril and Kapot René students, BDS fourth-year Two UWC/ UiO agreement year were alsoacknowledged with certificates. academic 2020 the for 70% overof aggregate an achieved had certificates to the top three students in each class. Students who the celebrated faculty The Student Achievers Awards Western CapeGovernment. The Rawsonville March 2020Outreach Team

o suet civr b awarding by achievers student top u laude cum rm h PGDip the from received treatment from our students while on the train. patients 9000 about that means which day, per patients 200 about see trains two the them, Between services. dental basic TrainprovidingHealth Phelophepa the on rotation two-week a spent students V BDS all curriculum, final-year the of part As Phelophepha and scaled, polishedandapplied fluoride varnish teeth, to sixpatients. six filled teeth, 451 extracted patients, 211 saw We us perfectly. suited and designed verywellis clinic The old. yearsfive only is Rawsonvilleclinic suffice.The to had clinic surgerythe at dental repaired. Therefore, our five portable chairs and being one was it fullyas use forequipped unavailable again was Clinic Mobile The the staff andstudents were not able to attend onboth days. However,part. ofassistantstook some dental twoand lecturers six fourth-yearstudents, fifth-yearten dental and six of A team day. each out drove but overstay not did we group, large a for an only hour’s drive is from the faculty, it and accommodation is Sincehard to find Rawsonville. in March 8 and 7 of weekend the on 2020 of outreach first the held DentistryFaculty of The Rawsonville services outreach communities where other publicdental services were lacking. provided marginalised from faculty patients 000 2 over to hours) the after (mainly year, the During Community Engagement 4.3.6 E ngagement page 77 | Reflective Report 2020 Report | Reflective

oncology and nephrology wards at Tygerberg Hospital (weekly). Hospital Tygerberg at wards and nephrology oncology in special needs schools at programme fluoride application Plain. and Mitchell’s Diep River Wynberg, COVID-19. Hospital. Children’s Cross Genetics Clinic, Red Dental oral hygiene instruction and education for the diabetic the diabetic for education instruction and hygiene oral Hospital. Tygerberg at patients Hospital. Tygerberg clinic at Hospital. Tygerberg at out-patients children and adults of public awareness raise to talks initiatives, fundraising include parents. for a support system and providing these disorders health care. Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy engagement Scholarly professional activities Dentistry and Forensic Biology Craniofacial following: the with involved was M Chetty Prof activities Dentistry Conservative activities Hygiene Oral Oral Medicine and Periodontics activities Periodontics and Medicine Oral magazine. Copies Babies and Beyond clinics at Red Cross Children’s and Tygerberg Hospitals. Tygerberg and Children’s Cross Red clinics at with SADA and Colgate to provide toothbrushes to needy needy to toothbrushes provide to and Colgate with SADA schools. to be published on PSSA social media platforms. She also organised a PSSA outreach project in collaboration arewidely distributedto medical practices and hospitals andthe magazine is available online. and medical staff. related articles for patient and liaisewith the medical staffwhere needed. availabletovarious clinics and acts as an advisorto nursing patients underthe age of 12 are referredto the Paediatric Dentistry departmenttreatment. for All fifth-year students are requiredto treat at least one special needs paediatric clinic Hospital.Tygerberg of All special needs hospital Orthodontics activities suspendedfrom April dueto the COVID-19 pandemic. Paediatric Dentistry activities 12 hours on this activity. This activity is voluntary for BDS IV students V and and peer for an provides opportunity excellent learningthein context communitya of setting. Theclinics were Wednesday evening from 18:00 to attended by three 21:00.students (one BDS V student Each and two BDS session is Each participating spends student approximately students). IV Kraaifontein night clinic night Kraaifontein BDS IV and V students provide services Community at the Health Kraaifontein Centre night clinics every Tuesday and page78 project to establishpractical collaborative strategies. Hypomineralisation. The COVID-19 article will be the pilot were identified: The impactof COVID-19 on Paediatric African literature oninternational platforms. Three key areas combining knowledge, data and workforce to publishmore and collaboration through research projects, thereby research forum. The aimof the forum is to promote research academics from Africa joined forces inapaediatric dentistry International Association of Paediatric Dentistry (IAPD), Africa’ research project. Through the leadershipof the Information Systems at UWC. initiative with colleagues from the Education Faculty and various lectures on teaching, learningandassessment. of aDepartment of Paediatric Dentistry at SMU. Dean of Dentistry at SMU, to assist with the establishment in districtandrural hospitalsacross South Africa. Guidelines, which is a fundamental resource for Medical Officers guidelines for the Department of Health. Dentistry, UWC). Hospital in Mitchell’s Plain to provide a much-needed service, much-needed a provide to Plain Mitchell’s in Hospital Private Melomed with relationship public-private a in engaged faculty the Centre, TygerbergHealth the Oralat theatres our on appointment.To foran months pressure ofsix the relieve some to up of list GAwaiting a (GA).created Thisanaesthetic general referfacultyforthe and to practices theirthem undertreatment in children these treat to reluctant are clinics state surrounding and old younger,all in privatepractitioners the and practitioners yearssix children in especially disease, ofburden huge the With and facial dental deformities. severe of management the multidisciplinary to dentistry holistic, basic from ranging care, patient quaternary and tertiary secondary, primary, involve rendered services The Centres. Health sites, Oral Plain dental Mitchell’s Tygerbergand the namely two the and Hospitals Day Plain Mitchell’s and Gugulethu Hospital, Children’s Cross Red Hospitals, Academic Tygerberg and Schuur Groote of consists platform combined This Department. Health Cape Westernthe of platform’ service ‘combined the on place takes which rendering service through is engagement community faculty’s the of portion major The Oral Health Centre –Clinical Platform activities Special Faculty Projects collaboration with CPUT/VITEK technology. Continental Partnership grant. Ghent andMissouri, was awarded funding from the Trilateral be heldin April 2022. committee for the World Workshop of Oral Medicine VIII to page 79 | Reflective Report 2020 Report | Reflective

room. room. UWC is addressing the lack of student facilities at the Mitchell’s Plain OHC but current measures are inadequate temporary. be seen as and can only After-hour access to the library and resource centre should be addressed as a matter of urgency. The faculty centre can serve resource as a study hub for dentistry students as well to facilities appropriate lack The of Wi-Fi. to access as provide provide meals to students at the Disa Residence, along with is concerning. in general, security food entrance door’ ‘back a currently is building the of side east The to the hospital. Upgrading this part include would This hospital. the through of flow better a facilitate the building would at require desperately students our space recreational a adding setting informal no has currently which campus, Tygerberg the where students can do group work, individual study or just relax. This was also observed at the last HPCSA accreditation The upgrade visit. is still design the in phase. conceptual early The The lack common of student a have adequate not does OHC student Tygerberg facilities The problem. remains a serious commissioned. The mobile Dental Clinic is 30 regularly down breaking life, serviceable its of end the reached years old and the vehicle and severely affecting the services delivered by the outreach programmes. A new for on a proposal mobile Trust Wellness the Dental with Collaboration clinic is urgently clinic is underway. mobile dental a new required. the east side of the Tygerberg OHC) is 90% complete will and provide students with a real-life practice setting when Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy year and graduate. Final-year BDS students are required to to do a required BDS are students and graduate. Final-year year can they be as service fully before registered community of year the HPCSA. by practitioners qualified and independent of of the availability of equipment. The delay in clinical activities placed addition to on that the pressure final-year ensure faculty the complete successfully to time clinical adequate had students students students to complete and achieve the clinical outcomes of the the COVID-19 with while complying BOH and BDS programmes protocols. Upgrading entails additional costs and the challenge maintenance and refurbishment needs. and refurbishment maintenance enable to areas clinical the of upgrading the is challenge major A size size of the secondary works budget for Dentistry is completely income rental the of portion meaningful more a and inadequate received for the use of our buildings is essential to address The The hospital building at is Tygerberg over 40 years old and in current The maintenance. high-level and repair of need constant WCG Department of Health annual reports. Health of Department WCG in 2020 apparent that became Challenges a valuable contribution while providing our all The statistics training. for clinical for tremendous opportunity students with a services rendered on this clinical platform are presented in the our our students in 2020 comprised 378 sets and 45 edentulousness metal-based of rate highest the has Cape Western The partials. in the country but providing this much-needed service makes numbers of people in our community would go without dental care at any all or very limited forms of take care. just To one example, the number of patients provided with dentures by especially for children from Mitchell’s Plain and Khayelitsha. Mitchell’s from children for especially Our contribution is substantial and, without the faculty, large page80 PROF Period: January —December 2020 F ACTING DEAN:FACULTY OF EDUCATION P ACTING DEAN:FACULTY OF EDUCATION P ROFESSOR ROFESSOR A C ULTY RAJENDRAN GOVENDER RAJENDRAN GOVENDER RA R J eflective EN

O D RAN F E G D O U V C EN ATION D ER R to go into lockdown in an effort to curb spreadofeffortlockdowncurb into an go to in to the and virus global COVID-19 the manycountries2020,forcing March ofin struck which pandemic background the against 2020 for priority academic of areas other and engagement community achievements research, teaching, and faculty’slearning to regard with challenges the and on draws report reflective This for transformational learning and teaching. and other high-impact experiences will have the facilities needed movable flexible furniture and latest ICT) will ensure that courses with classrooms and buildings (e.g. infrastructure physical the in investmentThis campus. our of area precinct southern the appreciatesthe fast pace of development of our new building in environment and achievements strengths are work celebrated. where To place this end, the a the Faculty becomes of Education and that work, meaningful ensure to is growth,providesopportunitiestheirsupportleadershipandfor goal our staff, For leadership. and growth experience to opportunities robust and student classroom, the involvement outside in research, a rich and and diverse learning environment, in experiences meaningful throughlearning work of world the for students prepare and transform experiences learning Education that ensure of Faculty to continues the vision, and mission its to Aligned 31 December 2023. aut cnrtlts rf olm o hr ponmn as appointment her on Nomlomo Prof congratulates faculty her new role. We also welcome and appreciate her appointment in best the all her wishes and 2021, January 1 from effect with to ranks the through rose She education. language isiXhosa in 2021. Prof Nomlomo began her academic career as a lecturer in January 1 from Dean Acting as appointed was Govender Prof and faculty the of Dean as resigned Nomlomo VuyokaziProf 5.1 locally, education nationallyinternationally.and grant million achievedR10 She a language to contributions monumental her appreciates Education ofFaculty The faculty. the of Dean I N eport 2020 T RO D UC T ION page 81 | Reflective Report 2020 Report | Reflective

Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy allowed to enter the UWC campus to access university resources resources university access to campus UWC the enter to allowed requests Most basis. daily a on lab) computer and library the (e.g. were accommodated. Physical to access campus was resources smoothly managed through regular departmental submissions Office. the Faculty to some lecturers, tutors and students had still not received data. As the national lockdown restrictions eased, to the connected learning to requested Two) return (in Semester some students environment of their campus residences. Others asked to be most academic staff offered increased consultation hours. The university provided e-learning resources to students, lecturers and tutors who requested assistance including laptops and Others used the iKamva discussion forums and webinars, especially for postgraduate courses. tried Everyone to student-led respond to the avalanche of email queries from students and used Google Docs for collaborative writing/ learning and Turnitin Turnitin and learning writing/ collaborative for Docs Google used to share feedback on assignments and responses to readings. patterns of communication in physical campus spaces were not were campus in spaces physical communication patterns of possible. On a positive note, online courses encourage dialogue lecturers Some texts. course of reading close on based debate and forced forced to shut their doors and migrate learning from campus delivery. online fully to classrooms The status of teaching in 2020 was ambiguous since the usual save lives. Many higher learning institutions, including UWC, were were UWC, including institutions, learning higher Many lives. save remote remote teaching and assessment was problematic because be assessed and evaluated, a routine monitoring spot-check in received not had staff and tutors some that showed 2020 August data for that month. Similarly, as late as November 2020, digital divide, and the funds raised to pay for laptops and data While field. playing virtual the equalising towards contribute may the immediate and long-term impact of this project must still connected connected online group and the unconnected ‘catch-up’ group. The UWC Data and Devices Project helped many to bridge the connectivity connectivity or access to computers, laptops, smartphones or other relevant devices. Two groups of students became visible society. Faculty-level surveys conducted in Term 2 indicated that that indicated 2 Term in conducted surveys Faculty-level society. many students, tutors and staff had uneven, unstable or zero assistants assistants were made available to colleagues who requested teaching teaching and learning and disrupted the familiar face-to-face teaching methods typical of university spaces. First, existing On On the other hand, the move to emergency remote teaching in March 2020 presented numerous challenges around for Postgraduate Studies presented workshops online. workshops presented Studies Postgraduate for page82 was promoted via the Source: InstitutionalPlanningOffice: QA (March 2021). Table 18. SLE/FTERatio, 2020 the for and research, and training educator adult in capacity boost to project lecturer’ ‘DevelopmentDHET-funded a under2017, Natasha Donn-Arnold asadministrator of Teaching Practice. 5.2 Total Education School of Science &Maths Education Institute for Post-School Studies Department of Educational Studies Educational Psychology Dr N. Ravjee E FACU ducational Studies Prof R.Chetty (Acting) Teaching &Learning Deputy Dean:

LTY

OR Ad Personam G Prof M. Mbelani

ANO E Language

ducation

G 187.7 36.6 10.9 22.3 47.4 70.6 Postgraduate E F RAM ull-time quivalents (

D E P AR F Prof T. Moodley T T E Psychology E MEN ducational ) 2 001.2 233.6 542.5 26.6 742.6 455.9 U E F TS/ ull-time Dean: quivalents ( ndergraduate Ms V. Beerwinkel IN F

aculty

Prof R.Govender ST I T U M F T T anager E E S/ S ) School of Science & Prof B. Khuzwayo M CHOO

2 189.0 270.1 553.4 48.9 790.0 526.5 Grand Total E F E athematics ull-time quivalents ( ducation L/ CEN

F T T RE

E ) 41.3 8.6 10.4 7.9 7.2 7.2 E Senior Lecturer quivalent (SL Prof J. Papier Post-School I nstitute of Studies

Prof R.Maarman E Deputy Dean:

)

R esearch 53.0 31.4 53.2 6.2 109.7 73.1 F Prof M. Mbekwa Learning T E / SL

for (Acting) Science

A E frica

C R entre atio

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WhatsApp groups to communicate challenges and keep and keep challenges communicate to groups WhatsApp with students and staff (e.g. having a short check-in by each by a short check-in having (e.g. and staff with students for and context tone set a to classes the start of at member Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy external moderators on Google Drive or Turnitin. Both platforms external moderators on Google Turnitin. Drive or students’ of sharing and storage secure the facilitate and support invited lecturers many how known not is It portfolios. and scripts moderators into their course sites or Turnitin sites students’ to scripts. access However, we do tasks acknowledge moderation for and assessments final for that repository central a more and to both monitor help may institutional level or faculty the at process. the online assessment streamline Projects Research Honours BEd Due mainly to restrictions COVID-19-related on school visits, Department were given an to opportunity pursue an Extended Assessment Assessment Some staff opted examination while (CFA) the for majority implemented continuous continuous assessment assessment (CA). and Various forms of final take-home replaced examinations sit-down examinations. Examination question papers were revised to include thought-provoking questions instead examination. of sit-down a in used usually responses answer short the The amendment of MAS schedules offered an opportunity to identify unevenness in different modules and year synergy levels, something across that would need to be as addressed we move forward with renewing our assessment practices. lecturers Most shared their moderation packs with the internal and also taught a fully online practice-focused module called ‘Teachers ‘Teachers called module practice-focused online fully a taught also Choices in Action’ in Semester Two. Collaboratively developed by lecturers from several universities African the South and the DHET and Education, Basic of Department supported by the Council for Educators (SACE), this course counted towards the partial fulfilment of the Practice Teaching requirements for final- year students in 2020. The module and materials were placed on to the teachers access to pre-service platform a allow zero-rated costs. data incurring without materials to pre-service teachers in 2020. School-based Teaching Practice Practice teachers in to Teaching 2020. pre-service School-based were who students, BEd final-year and PGCE to restricted was (TP) Psychosocial Psychosocial support offered to students academic online and stressful staff the to develop of pressures the for strategies coping encompassed: pandemic context the COVID-19 in environment P HI S AR L CHO Google Docs for collaborative writing and peer review activities. review writing and peer collaborative for Google Docs learning opportunities learning in opportunities schools could be meaningfully offered students in the three teacher education programmes. The Teaching COVID-19 Teaching The pandemic programmes. education disruptedteacher three the the in students practicum experiences professional of practical/ how reconsidered Group Working Practice Teaching practice online practice Teaching Regular school closures and healthcare concerns around the did engage on iKamva and on as Turnitin well as in discussion using various e-learning strategies. Although students may not students that evidence is there sessions, interactive online the in to to support students to complete their studies integrating in 2020, academic and and digital literacies in the curriculum The The digital environment included designing online lectures and quizzes, uploading course readers and pre-recorded lectures to the course site on iKamva, using a range of online platforms Teaching and the teaching environment environment teaching the and Teaching and appointed to ‘digital support champions’, colleagues under another another to create innovative online pedagogical approaches. Each of the departments collaboratively and willingly selected Academics Academics and support voluntary) staff enthusiastically sought (permanent, ways enhance contract to their online strengthen and teaching strategies and and supported one Learning and innovation and innovation Learning that that online teaching meant more than simply replicating face- designed, supported and implemented academics discovered left was behind. many doubt, No student to ensure that no to to cope with a truly unique situation. Students and staff had to adapt their practices, and even types corresponding of assessment assessment and activities had to be reconfigured, The The pandemic the accelerated evolution of online teaching and blended learning models, forcing academics and support staff to become inventive and create an array of new course models 5.3 S 5.3 teaching and Learning 5.3.1 and effectively designed and delivered. and effectively more more of a focus on quality and a transformational process that ensures that instructional content is learning-centred, aligned students all to accessible outcomes, learning programmatic with importantly, after the initial move to online instruction, there was was there instruction, online to move initial the after importantly, champions’ in their respective departments. departments. respective their in champions’ page84 2020 the during identified lockdown included the following: students that challenges The Specific student challenges matters were addressed by various faculty members. move back to core business. devices anddata were more available, allowing the focus to During the second semester, lecturers andstudents had their anxietiesconcerned the lack of or insufficient data. administrative staff andacademicsupportstaff. Most of by the students were addressed by the lecturers, tutors, learning and teaching platforms. The anxietiesexperienced smooth and successful transitions to the selected online of free data by the university assisted students to have was informed. The distributionof devices andissuing Beerwinkel, addressed these issuesassoonher office lecturers and tutors. contact sessions were arranged with the students by the and when specificnotices came through to the office of the tutors. These challenges were immediately addressed as in large classes with onelecturer andnoadditionalsupport. emails from students, although this was not always possible development: Academic staff professional training towards professional follow-up had training onallrelevant software andplatforms available for use. staff administrative and academic effect, into Before the pandemic, the faculty started an awareness campaign Specific lecturer challenges preferred/ selected submissionstyleandplatform. students adhered to the submissiondeadlinesand the individuals’ circumstances. It was pleasing to note that most and different platforms to submit work, dependingoneach empathetic andallowed students various opportunities domain. R eferrals were make to the CSSSof cases that fell within their page 85 | Reflective Report 2020 Report | Reflective

education education September. 1 on the PGCE MTH412’ at case of A tasks: assessment reflective Annual 13th UWC. at Colloquium CIECT the hosted by introduction to systematic review research. The methodology methodology The research. review systematic to introduction providing field as a means of the medical in originated research, or knowledge of body existing a superior of evidence recently, More care. patient and practice enhance to in order a high provide to fields has been used in other this approach moving information, collate scientifically to evidence of level are reviews narrative opinion. Unsystematic expert beyond the authors, by selected research only include to likely more lag behind and frequently They bias. introducing thereby therefore reviews Systematic evidence. available contradict transparent which is a specific methodological approach have as a reviews systematic use of The bias. and reduces in social science. favoured more has become methodology tasks, within honours research is used methodology This in a PhD study. as an objective studies and often masters’ P and Dr K Collett Dr by chaired was class assessments Plüddemann. Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy identified identified for referral to CSSS and followed up by the officer to had been resolved. challenges the students’ if ascertain job of following up on inactive students. first-year By the end of September 2020, only 97 of the 419 students initially identified were cases Special inactive. considered still were inactive being as M Bladergroen), organised devices and free data (issued by work- by (issued data free and devices organised Bladergroen), M study) and this ensured the smooth transition tutors of onto the online platforms. Most of the tutors reported good relationships with lecturers and students. where Instances or lecturer students wanted to infringe on a tutor’s learning time were immediately reported to the tutor coordinator and resolved with possible The tutors were conflict. a great support to the the lecturers least through students guide and anxieties student ease to helped and office transition First-year The first-year transition officer, under the guidance of the Learning and Teaching seminars Teaching and Learning Tutorials Tutorials before tutors training of strategy effective highly a has faculty The contact time to prepare them for their tutorial interactions. The national lockdown posed little challenge to the tutors as are they digital natives and smoothly moved from face-to-face the to online platform. The tutor coordinator, Mr R Daniels (who Student Support Support Student - to-face sessions to-face with lecturers. Management quickly stepped in and reminded staff and students of the rules of engagement, results. with positive antagonistic antagonistic emails sent to lecturers by students or they would challenge their marks in ways seldom experienced during face- showed showed during online interactions. There were sometimes (asynchronous). (asynchronous). As the evaluation of the assessments showed that lecturers tasks, assessment their in well fared students their began to appreciate the change in teaching modes. As the of attendance/ exposure, i.e. they attended sessions in real time real in sessions attended they i.e. exposure, attendance/ of convenience own their at recordings to listened or (synchronous) modes employed, the negative impact of the lockdown on the community of practice model for work-integrated learning. learning. work-integrated for model practice of community of teaching. of the Hence, teaching. is faculty to committed caring, promote learning-centred and adaptive pedagogies. Another important in is a to the need invest attention faculty receive will that aspect who need flexibility in their schedules. their in flexibility who need centre the at students put to was interventions faculty all of aim The faculty, faculty, regardless of their levels of experience and faculty skill. can The scale up these programmes delivering by asynchronous online developing versions and for those academics tional technologists tional technology- on focus should programmes development Faculty intensive teaching experiences that serve all academics in the facilitating high-quality hybrid learning. hybrid high-quality facilitating with instructional designers and instruc academics Connect and the Faculty of Education development should and invest implementation in of the hybrid design, and course the development of staff capabilities and models competencies in Invest in hybrid options in hybrid options Invest experiences, learning their in options of variety a expect Students Some recommendations for learning and teaching in the teaching in learning and for Some recommendations future post-pandemic to-face contact with the students. But the students soon showed showed soon students the But students. the with contact to-face their for responsibility taking of capable than more were they that At the At beginning the of face- the lockdown, academic staff members no had they because learning of degree the about uneasy felt members gradually advanced and became more confident in the use of digital technologies thanks to the support received The take-up of the digital technologies was varied. Students who Students varied. was technologies digital the of take-up The were exposed to academic staff whose technological take-up was slow expressed great dissatisfaction. However, these staff page86 with allEducation staff members. the discussed on were project renewal ideas and transformation where curriculum session, seminar online an by was followed workshop This provided. critique and feedback relevant and presented then were proposals transformation curriculum departmental the of Each timelines). and processes transformation (including curriculum departmental their for proposal a develop to hour an given were representatives academic and HOD critical deliverables. including and expectations academics, commitment, timelines, and HODs of responsibilities and roles the discussed Framework Govender R Transformation Prof Thereafter, process. Curriculum the on discussion a ProfresponsefromProfThaver.B Chettyaddition, facilitated In and a by followed perspectives was which renewal, programme on for implications discussion enlightening an Chetty R presented Prof curriculum. of renewal and transformation on 2020 March 12 on workshop a held Education of Faculty The Curriculum renewal/ changes The Heritage Dayprogramme director andorganisers from the Department of Language Education deemed agreat success. honoured by 52localandinternational attendees and at the expense of African cultural heritage. The event was African cultures rather than glorifyingEurocentric values Matanzima. He emphasised the importance of embracing whose presence was announced by an Cape AbaThembu Chief, Nkosi Ngangomhlaba Matanzima, and the event was elevated by the attendance of Eastern (Research andInnovation), was oneof the mainspeakers 60th birthday andcultural diversity. Prof Josè Frantz, DVC cultures’. The virtual celebration alsoacknowledged UWC’s pandemic. The theme of the event was ‘One nation, many Heritage Day celebration becauseof the prevailing COVID-19 (organisers: Ms NSigcau andDr NDlamini) hosted a virtual imbongi . Chief Nkosi Prof R Govender and Dr M Bladergroen organised two information Extended Curriculum Programme (ECP) an ECP. These were: host to identified were streams Three 2020. during descriptors module ECP the of development the coordinate to continued BladergroenDr and planning its completed committee working 2019 The forward. way the planned and programmes existing ECP,ofthe reviewedconcept the revisited staff where sessions Chief Nkosi Ngangomhlaba Matanzima Economic andManagement Sciences (SP) (4401). Education and Training Teaching: Accounting (FET) and page 87

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Staff S Ndinga-Koumba-Binza Dr M Simons Dr K Koopman Dr Sylvester F Mr Gafoor A Ms S Ngece Ms Faculty Sciences Natural to Outsourced in December 2020 to initiate a the work work of the session committee. The meeting will to cover operational strengthen matters (quality assurance, faculty protocols, focus areas, etc.) and scholarly issues etc.). days, postgraduate faculty sessions, postgraduate (proposal frameworks, departmental Academic Vice-Chancellor: Deputy continue continue supporting the postgraduate to programme. data and Access devices author’s their from Fund Solidarity UWC has the towards contributed been prioritised, academics have its adapted (DPGS) Studies Postgraduate for Division the funds, support to enhance the online experience, etc. It is incumbent upon academic supervisors to that ensure students are not lost during these challenging times. The Deputy Dean engaged with the Education Higher Degrees (EDUHD) committee members The The institution is adapting to the COVID-19 pandemic to The The disruption of the pandemic COVID-19 and the subsequent national lockdown impacted on the the Deputy Dean face-to-face had planned sessions on staff for new of registration the Semester like sessions scholarship-building 1 of 2020, e.g. research platforms, the seminars per department, supervision sessions for emerging supervisors, etc. The plan many is of to these do sessions online as as possible and to staff encourage to participate. The lockdown period might provide opportunities to new read and reflect around our areas of interest and to do some focused writing towards scholarship building. the impact that meetings various Dean indicated at Deputy The of COVID-19 on education locally, nationally and globally will become the current discourse for many reasons and we have an opportunity to influence the discourse to provide direction to many educational sectors. more emerging scholars It are publishing in has a variety of been outlets. The observed challenge remains that to inspire and publish encourage all annually staff and to to take opportunities in the faculty. In this up regard, we envisage that the research-building support research niches will become the incubation spaces to provide stimulating development opportunities for emerging scholars. were, however, challenged by the national lockdown since March March since lockdown national the by challenged however, were, platforms. on-line to move to had activities research as 2020,

odule [MAE111/MAE121] MATHEMATICS [EDC101] PRACTICE EDUCATION M esearch R and Training Teaching: Mathematics (SP), Mathematical Mathematical (SP), Mathematics Teaching: Training and (4403). (SP) Mathematics some of the reflections for 2020 and beyond. All undertakings some developmental areas still exist. Reflection faculty the took of place agenda research in the of deepening the around 2020 consolidated 2019 November in session executive strategic a and In the main, of research was there another steady improvement participation and postgraduate development in 2020, while 5.3.2 5.3.2 matters on research Initial reflections Faculty Faculty of Economic and Management Sciences. The content of all science modules will be hosted by the of Faculty Natural The content of all business modules will be hosted by the Table 19. Staff supporting ECP Development supporting ECP Staff 19. Table further ECP development. The following staff members support Dr Dr support members staff following The development. ECP further modulevarious descriptors: the finalisationthe of in Bladergroen Dr BladergroenDr representedthe faculty andfocused onthe review and process of developing support material for inform to the used were seminars virtual ECP. the The during presented findings teaching teaching and learning strategies and the innovative ways they the lockdown. during students their support to use was centred around the triple challenges of access: technological, technological, access: of challenges triple the around centred was social and epistemic in the ECP environment during COVID-19. Panellists represented the four institutions and shared their EDP) at the four universities in the Western Cape (CPUT, SU, UCT UCT SU, (CPUT, Cape Western the in universities four the at EDP) and UWC) was hosted on 26 August on Microsoft The Teams. focused on students seminar support and ECP mechanisms for A A regional virtual seminar for working in the (ECP/ Programme Extended Curriculum/Degree academics and practitioners All the core modules these from three will streams host an ECP electives. various the including component, page88 sessions be repeated throughout the year. such that suggested students and attended well were sessions two These students. postgraduate for 2020 May of end the at two sessions on library support (one being on literature searches) during the departmental postgraduate days. their with sections engage on iKamva and with supervisors and departmental tostaff students their encourage departments that suggested Dean Deputy The with. engage to students for page). DPGS has added ‘voice overs’ Home on the resources to make it easier UWC the on found be can (which website their on as well as iKamva on workshops) face-to-face usual their replace(to material postgraduate supportive loaded DPGS The 2020 academic year. the throughout continued days research departmental departments. These in interest of of areas community related a the around from practice work their on feedback collegial and presentations student on is emphasis The research. doing are in participating developmentthe of in disciplines the which they aredaysareactiveand postgraduate students ensure all to that departmental of continuation the supported departments All Table 21.Registrations in2020 Table 20. Registrations in2019 R academic matters relevant to postgraduate studies. and scholarship the ofoverview short a provided Dean Deputy the and departments their of overviews short gave HODs the the session informative. The postgraduate booklet was discussed, found and participated students)new 55 of(out students eight new for Thirty- members. staff other and HODs by session attended platform, Induction and postgraduate students was held in WelcomeApril on the Google Hangouts faculty’s The Postgraduate matters engagements to further strengthen this work in2021. faculty and departmental be faculty.will There the beyond and faculty the in contributions scholarly staff their on the building keep with to conversation constant in is Dean Deputy The Total Master’s degree Doctorate FACU Total Master’s degree Doctorate FACU egistration numbers LTY LTY OF OF

E E D D UCA UCA T T ION ION 275 175 100 Target 275 175 100 Target the CHEinMarch—April 2021. to submitted is report final a before thereafter scheduled were institutions the and panel the with engagements CHE Further 2020. December in CHE the to report preliminary a submitted panel CHE The sessions. these in participate to identified were faculty our of members Thirty alumni). doctoral and students, examiners, different groups of supervisors and groups of doctoral and Deputy Deans of faculties, administrative and support staff, Doctoral Review task UWC team, UWC senior (themanagement, the Deans interviewed were stakeholders university of various groups with conducted were Interviews 2020. October 5—9 during place took CHE the by selected representativesof panel a comprising (virtual) visit site review doctoral institutional The be submitted to the EDUHDin2021 for faculty engagement. to experience CHE full the on based areas development of list a compile to undertook and October 12—16 during university another to visit site a for panel CHE a on served Maarman R many challenges, the postgraduate programme is being being is programme postgraduate deepened inquality andquantity. the challenges, many time-to- Despite and years. four last the over rate dramatically improved degree throughput numbers, postgraduate The degree time-to- and rate throughput numbers, Postgraduate in completed be 2021. March will which programme the on mentoring supervisors faculty of cohort second the is This on Thursdays. Sivasubramaniam Prof by conducted are which sessions to these in participating are members staff Twelve launched development. supervision of was programme for a in cohort supervisors programme emerging engage 2020 A the mentoring. in participate supervision to invited were Staff support mentoring supervision Faculty 295 178 117 R 276 157 119 R egistered 2019 egistered 2020 page 89 Still to be verified be to Still verified be to Still 2020 | Reflective Report 2020 Report | Reflective

3,0 4,5 2019 opportunities within and outside the particular group, group, the particular within and outside opportunities the to external and entities faculties other faculty, the institution. challenges. and the group the members of to plans, etc., research seminars. faculty in invitees and links. Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Based on the vision of the faculty, three research groups were articulated, a thematic was scoping faculty undertaken, exercise engagements took place and the mapping of existing research themes was done by staff after a towards faculty-wide alignment conversation and articulation of research took place 2020. September in three the across themselves mapped members staff Twenty-two overarching research groups, while all departments indicated that staff found their research interests relatable to the three research groups. The research groups will engage with leading questions that revolve around the educational realities of local, national, continental and global significance. Research group actions include: Research foci and niche areas and foci Research Two meetings team wereto further refine the research groups in the faculty held after inengagements since September 2018. the The task team members first were semester Professors Chetty, with Kitching meeting, the and a Dean Thaver. and task Deputy In Dean thechart engaged a theway forward. first team It was to agreed that the task team use would the current ideas of the suggested researchexamine the outputsthe of facultygroups from 2017to 2019to frameand a conversation towards possible formulation of research niche areas. faculty engagement and R Chetty, approved. approved. R Chetty, equipment. for motivation to subject approved, B Nel, submission. 2019 report to subject approved, C Fakudze, support. UCDG with successful already approved, not Mbelani, M M Ogunniyi, not approved, due to research funds being higher than R60,000. 3,04 5 2018 2017 3,87 5 2016 4,85 6,25 management committee for postgraduate support, postgraduate for committee management and master’s of matters the scholarly on focusing especially studies. doctoral as the feedback from participants is positive. participants from feedback the as mentoring grant to provide supervision training to 25 to training supervision provide to grant mentoring of the mentorship under faculty, the supervisors in emerging successful very is programme This Sivasubramaniam. Prof connect emerging supervisors with experienced supervisors. supervisors. with experienced supervisors emerging connect others are under-supervising (in terms of the number of of the number of terms (in under-supervising are others higher faculty the and challenge is a historical This students). the matter. to is attending committee degrees is some discrepancy in terms of supervision load across the load across supervision of terms in is some discrepancy while ranks), their (i.t.o. overloaded are Some staff faculty. Doctoral Degree Master’s research assistants: assistants: research The following applicants were successful in the applications for R Maarman. teams: Research Building Established Researcher: Emerging Researcher: Developing the Scholar: T Nkosi. T the Scholar: Developing Researcher: Emerging funding: K Koopman. Seed researcher: Emerging The The following applicants’ 2020 research project applications for successful: were the UCD grants Research capacity-building activities and successful activities and successful capacity-building Research recipients grant administrative administrative matters. These postgraduate reflections faculty the will improving around be engage to shared staff faculty with programme. The The Deputy Dean for convened Research a and reflective work Postgraduate session Studies with committee members the in March 2021 to higher attend to scholarly degrees and it is an ongoing the process), following aspects were introduced faculty: the in and enhanced To further improve the postgraduate programme (we accept that that accept (we programme postgraduate the improve further To Table 22. Postgraduate time-to-degree rate, 2016—2019 rate, time-to-degree 22. Postgraduate Table applicants: applicants: R Maarman and M Ogunniyi. R Maarman Staff applied for SR 2 funding in March 2020 and the Senate Research Committee provided the following feedback to the page90 Template Groups Research Three the on themselves mapped staff where as well as interests, research current the of analysis thematic the and yearsfive to three last ofthe outputs research policy, engagements with the Research Director niche identified: research formal a have not does UWC Although recommended that: The Education Faculty Research Committee (EDURC) research nichesin the faculty: il umnt i te oml anh f h nce ra o the of areas niche faculty at the endof the first semester of 2021. the of launch formal the in culminate will areas.process Thisresearchofniche interactions the the start to convenors niche research identifying is Dean Deputy The 2020. and positively received at the Faculty Board meeting of November The process of developing the research niche areas was presented niches in the institution. term ina faculty seminar platform. community engagement iscontinuously strengthened. research focus. students. applications. for membersin the group, whether individualor team aligned onacontinuous basis. discussions between memberscontinue andprojects are with the staff membersacross the nicheareas. social justice and well-being, shouldalsobediscussed involved ineachnichearea. consultation with staff members who become actively faculty andare broad enough to allow anarray of projects. Nelson Mandela University. from colleagues with collaboration in Education, and Poverty Prof RMaarman: Special faculty projects the various departments. in TAsthe managing and identifying in staff with work to were appointment is from 1 September 2020 to 31 March 2021. HODs the of duration Theyear. academic current the of end the until assessment and teaching with staff assist to was This (DPGS). managed and processed by the Division for Postgraduate Studies department from the DVC (Research and Innovation) office to be Our faculty was also allocated three teaching assistants (TAs) per editing costs of 15articlesprior to submission for publication. the and theses postgraduate 20 of costs editing the towards support received faculty The 2021). (March year financial the of end the before publication towards writing support and postgraduates to motivations submit to Deans Deputy the invited of state Profinstitution. in the researchstudies postgraduate the Frantzand discuss to Deans Deputy and Deans June with in 2020 meeting a held Innovation) and (Research DVC The Innovation) Research support from the DVC (Research and J with collaboration in Teacher, Beginner the on project Book Prof J Smith(Extraordinary Professor): Drs NRavjee, SStofile andP Plüddemann: competing studies, policy arecollaboratorschange).Other education higher on discourses and leadership unions, teacher leadership, student (including project leadership Educational Dr NRavjee andProf SSesanti: nor towers corporate universities, with ivorythe following sub-projects: Neither Group: Research Education Higher Dr NRavjee: Esau. Education. Democracy, Difference andRecognition inSouth African Ibadan (Nigeria) and Johannesburg (UJ). Book Project: Babalola, as well ascolleagues from the Universities of Morrison, CFebruary, OEgunlusi, MKileo, J Davids, J page 91 | Reflective Report 2020 Report | Reflective

Educational Educational Psychology Department is chairing the committee. steering Ms Rhona Wales accepted a three-year contract include recruiting two lecturers, 10 MEds and six PhDs. 10 MEds lecturers, two include recruiting Mbelani, T Kosi, S Ngece, S Sigcau, N Dlamini, N Nondalana, S isiXhosa speakers are located. This initiative teaching and will research strengthen through postgraduate studies in early project includes working collaboratively with teacher educators from Rhodes, Nelson Sisulu Mandela and Universities Walter so Nomlomo obtained a R10 million grant from the DHET for three three for the DHET from a R10 obtained million grant Nomlomo and South Africa. In March 2020, Dr Katarina Schenker and Dr who work in secondary school contexts. As an outcome of the visit, the Faculty of Education was invited to participate in an EU Horizon 2020 application that involves 32 researchers from the five universities. The application was submitted on 12 May 2020 and, if the successful, project will run four for consecutive years of Education. and six involve the from researchers Faculty Staff members, research fellows and a PhD student involved in the EduHealth 2.0 research project attended an online strategic 2020. on 30 November workshop planning Nomlomo: V Prof a specific focus on teaching for equity and social justice and in funds from the DHET for the development of an NQF level 5 HCECCE certificate. The project duration is August 1 2022. This project will April result in the 2020— first early childhood development qualification (ECD) being offered the by faculty. It is also the first time nationally that an ECD qualification will be Cape of (College with college in TVET developed a collaboration representatives includes HCECCE the of development The Town). from the different faculty departments, schools and institutes. The project includes the provision of bursaries for master’s and PHD students. Kitching: A Prof Edu Health 2.0. An international collaborative research project focusing on social justice pedagogy in health and physical Development of a Higher Certificate in Early Childhood Care and Care Childhood Early in Certificate Higher a of Development Education (HCECCE). Prof T Moodley received over R2 million Department Department of Educational Psychology to establish a new and Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy and UWC. The intention is to conduct a comparative exploratory exploratory comparative a conduct to is intention The UWC. and education programmes. education Education Education based at CPUT. The combined efforts nationally of academics and some NGOs resulted in the inclusive development education of modules and materials for use in teacher coordinator, who coordinator, is the Director of the Centre for Initial Teacher Phenomenology and Educational Research, in collaboration with collaboration in Research, Educational and Phenomenology (CPUT). O Koopman Dr K Koopman: Dr and assessment practices in flexible blended learning contexts. A collaborative project with A Dison (UWC Writing Centre), M Drs K Collett and L du Plooy: and L K Collett Drs Embedding academic literacies in higher education curriculum Teacher Well-Being and Diversity, including e-commerce website website e-commerce including Diversity, and Well-Being Teacher well-being. teacher on short courses for Dr K Collett: Dr Homework and Study Club project, Wessels. in and F Kitching collaboration with A E-Portfolios E-Portfolios as Alternative Education. Assessment tools in Teacher UCT. du Plooy: L Dr Dr M Luckay: Dr from colleagues with collaboration in Education, and Technology colleagues colleagues from Humboldt University (Berlin, Germany) University. Stellenbosch and and F The Sylvester. outputs of the project included a research Other Other Educational Psychology department collaborated in the project colleagues were A Kitching, S Stofile, V Babane who learning activities. The involvement of colleagues in the Teaching Teaching the in colleagues of involvement The activities. learning for All Inclusive Education project advanced the of teaching scholarship in the Inclusive Education modules in the faculty. materials materials in inclusive education. The project was funded the by received UWC and DHET, the with partnership in Council, British and teaching and advocacy, research, for used was that R112,000 2020. 2020. This is a national research-based project public involving universities in South 10 Africa. The aim of the project is to develop teacher education modules, and teaching and learning Prof Prof Moodley coordinated Education the project, Teaching which for began in All 2019 Inclusive and continued in O Koopman (CPUT). O Koopman Moodley: T Prof page92 granted for 2019and2020. was funding Seed institutions. Swedishthree and AfricanSouth turn, Critical three comprise partners project Curriculum:The Decoloniality. and Gender Education Teacher for pedagogy on the Sweden-South Africa University Funding Project: Futures’ (Higher Curriculum Education Education):Prof Thaver Teachercontinued her senioras function advisor on research Critical Prof B Thaver: March2020.in Ethiopia, Ababa, AsecondMHEPA meeting was Addis in coordinators regional with meeting MHEPAproject the delayedCOVID-19, ofthe impact the bydelayed was collection in Africa (MHEPA) project. The project is on course. Although data Making Policy Education Higher Mapping Corporation Carnegie Prof P Langa: of colleges in2021. The MOT sample was identified. skills life interrupted by COVID-19, but will be a resumed with the throughreopening in achievement participants programme. TheMOT project’s access to TVET ofcollege data was academic comparison and retrospective a skills life connection between the examines project research The Project: MOT of Dr Needham. coordination the under administration and reportingof amount those of the NSF. The project continues to demand a substantial worked office Contracts) closelyreportingalign requirementsIPSS the financial to with to and (Grants Finance UWC the but projects wereaffectedcompleted.Delaysproject,funding in the research two and quarter second the in Programme Research TVET the within initiated projects research Thirteen 2020: in Figure 15:LEDIMTALI Workbooks Prof J Papier: period. The narrative report, ‘Towardscontinuous report, school-based narrative The period. five-yeara cover to 2016 Januaryfrom done work the included the 1 July 2012—December 2015 period. The second cycle’s report coveredcycle first the for report The 2019). December 2016—31 from 1 July to 30 June, the report covered a 3½-year period (1 July NRF.the to submitted projectyearruns Sincepreparedand the Prof C Julie: distributed. widely was proposals chapter submit to invitation Groener.The Prof ZGroener: by the project coordinators. March and April 2020 resulted in a range of administrative tasks in submissions report Annual 2021. in end will and progress in students to complete theses andexamination processes. enable to 2021, for applied being is extension no-cost furtherA 2020 to enable students to complete their theses in for programme submission. PhD the for year extension no-cost a Foundationapproved Carnegie The project: PhD Corporation Carnegie Survey’ (request from UNESCO’s DHET). of Summary COVID-19: and Report under of colleges ‘Compilation education vocational re- of the on opening exercise scoping global a conducted Thaver Prof Paulo).à Pesquisa doEstadodeSão and Brazil National Research Foundations (Fundação de Amparo TeacherAfrican South the to jointly in submitted Programmes, Education heritage African of study African Brazilian-South Prof Thaver conceptualised a research proposal on a comparative page 93

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South African Journal of Childhood Journal of Literary Studies. 36 Studies. Literary of Journal (1): a868. (1): 10 , South African Journal of Education, 40 Education, of Journal African South . Cape Town: Oxford Press. Press. Oxford Town: . Cape Botha, Botha, K., Moletsane, M., Makhubela, M. & Understanding Psychopathology. South Burke, African Perspectives, A. (2019). ed 3rd A decolonial R. reading Chetty, of Ronnie (2020). Govender’s “Over my dead body”. Academic Vice-Chancellor: Deputy research outputs are captured. This process is still underway and underway still is process This captured. are outputs research soon. will be completed articles Journal behaviour the affect challenges language How (2020). V. Babane, of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa. Education Barnett E.P. & capability of Maarman lens the R. through policy (2020). no-fee the Principals’ of implementation views on the theory.

On On Campus (9 November 2020). November (9 The Conversation Conversation The that you could offer us as a school.” us as offer could you that in improving their cognitive skills as required to answer answer to as required skills cognitive their in improving booklet is immensely This the NCS papers in November. valued.” and appreciated the study for so much you thank say to want just “We to is also relevant material The us. sent you that material help of kind any appreciate would We 11. Grade current the “I would like to thank you very much for the workbooks workbooks the for much very you thank to like would “I assistance.” your appreciate learners assist will It booklet. wonderful the for you “Thank

AMESA (Western Cape). (Western AMESA Mathematics, in ICTs of use the about debate stimulate to order In aware aware of the workbooks on the project’s website. She informed Mathematics fellow curriculum her advisors the of of availability the workbooks. The workbooks were also distributed through Receipt and distribution to learners of workbooks to learners of and distribution Receipt made was Mathematics for specialist curriculum chief WCED The newsletter of 8 September 2020. 8 September of newsletter were: teachers from received Some comments Workbooks Workbooks were distributed to the participating each learner schools and well received for as reported in the examinations, examinations, since more than 50% of the NSC Mathematics examination deals with Grade 11 designed. were learners work. Two workbooks for the design of activities to prepare learners for NSC the Mathematics examination. upcoming The focus of the activities was on Grade 11 work that would be examined in the Grade 12 final Given Given the COVID-19 lockdown only two teacher institutes, one each in the Western Cape and Northern Cape, were conducted. In order to support schools, a decision was taken to focus on received received and the project was awarded funding for another five- 2026. 2021—June July for cycle year important important component of the report was the motivation for the Chair to be upgraded to the Tier 1 level. The evaluation of the final report and the motivation for the upgrade were positively professional professional development of mathematics teachers to enhance achievement in high-stakes examinations’, is available on the project’s website, https://ledimtali.wixsite.com/ledimtali. An staff staff to upload publications onto CONVERIS to ensure that all Office Office in 2019 (this is still under verification by the DHET). The 2020 research output unit count is currently 24 units. The DVC assist to student PhD a supported has Innovation) and (Research 5.3.3 Publications 5.3.3 The faculty submitted output 30,14 units to the UWC Research published in page94 Journal of Learning Technologies, 13 teaching. technology-based of views teachers’ Science (2020). K.J. Koopman, & M.M. Wyk,Van O., Koopman, Vol 35 university curriculum. COVID-19and epoch decolonisationoftechnological on the the Koopman, O. & Koopman, K.J. (2021). The impact of the neoliberal Studies, 14 Renaissance Africa. South in brokers language linguistic as Negotiating experiences children’s (2020). immigrant Francophone boundaries: V. Nomlomo, & Q. Kemende, and Technology Science in Education Mathematical of Journal International mathematics. school secondaryof year final and beginning the in learners school of competencies Modelling (2020). C. Julie, Education, education. popularAfricathrough South in xenophobia Counteracting (2020). S. Mati, & N. Hendricks, Politikon, 47 of2014. and 2001 between media print Africa’s RepresentationsSouth in Muslims insecurity: Writing (2020). N. Hendricks, life inRonnie Govender’s shortstory‘1949’. precarious of notion Butler’s Judith Reading (2020). R. Chetty, (1): 127—142 Issue 165(Spring): 45—61 (1): 1—15. , 51 . (8): 1181—1195. South African Journal of Higher Education, (2): 103—123.(2): InternationalJournal ofAfrican . (3), 25—45 New Direction in Adultin Direction New Stilet . . 31 International (1): 91—103. nentoa Gop o te scooy f Mathematics doi.org/10.51272/pmena.42.2020 of Psychology Mexico. the Education, for Group the of Chapter International American North the of Meeting 42nd the of (Eds.). 12 Education, Higher International South. and Comparative Global of the Journal in access student and funding education bu itgaig ahmtc tahn ad learning and teaching mathematics integrating about intentions behavioural and beliefs teachers’ Preservice (2020). R. Govender, & E.D. Spangenberg, V., Ramdhany, M., Ndlovu, Inclusive Education (2020). disabilities. S. profound to Stofile, severe with learners & of teachers T. for education Moodley, teacher Reconceptualising J., Kelly, J., McKenzie, Education education higher African research. in representation policy Disability TestBenchmark National the of Implications (2020).B.P. Nel, 52 of Occurrences set (2020). nationally examination for mathematical M. the literacy in South in Africa. Mbekwa, In Stillman, competencies & modelling mathematical C. Julie, M., Bali, Book chapters and proving learn should why who on Secondary views (2020). differing R. teachers’ Govender, M.M., Wambua, S., Otten, Conference proceedings dcto ad es-aig Itrainl esetvs on perspectives International sense-making: and education base in the South: South African postgraduate outputs 2008— outputs postgraduate African South South: the in base knowledge TVET the Growing (2020). S. McGrath, & J. Papier, South African Journal of Education, congruency. South a in Africanclass school: 9 high Grade Thea fourofcases semiotic ofresources and modalities in integration the teaching of Thegeometry in (2020). F. Gierdien, & C. Julie, C.R., Smith, Journal of Education, 40 school. Cape English Western an disadvantaged medium in learners Phase of Foundation study Case isiXhosa-speaking (2020). R. Mukuna, & M. Moletsane, M., Salie, and Training, 2018, (Fall): 83—98. (7): 1365—1380. . ora o oainl dl ad otnig Education Continuing and Adult Vocational, of Journal ahmtc Euain cos utrs Proceedings Cultures: Across Education Mathematics ora o Cmaaie n Itrainl Higher International and Comparative of Journal . 12 South African Journal of Education

(Fall), 169—187. 3 (1): 17. Cinvestav / AMIUTEM / PME-NA. https:/ PME-NA. / AMIUTEM / Cinvestav : 1—16. (2): 1—9. DM Mathematics Education Mathematics DM

40 Mathematical modelling Mathematical nentoa Junl of Journal International (1): 1—8. , 40 South AfricanSouth (2). , page 95 . From From tools’. tools’. application for . Bellville: UWC Press. Press. UWC Bellville: . (1): 23—58. (1): JOVACET | Reflective Report 2020 Report | Reflective

in the week of 15—19 September

SAQA Bulletin, 19 Bulletin, SAQA Routledge Routledge handbook of Pan-Africanism journal under the leadership of Prof J Papier, . JOVACET up webinar on ‘online assessment strategies and strategies assessment on ‘online webinar up hope to action through knowledge: University CapeWestern the 2001—2014 of The renaissance of the artistry history, The & Mncube, R. (2020). N. A., Prinsloo, Ralphs, Faculty staff participated in several webinars and seminars during seminars and webinars several in participated staff Faculty Academic Vice-Chancellor: Deputy 5.3.4 Seminars, conferences and international and international Seminars, conferences 5.3.4 hosted fellows visitors/ The UWC Research Week took place from 28 September to 2 The virtually. conducted were the proceedings All 2020. October theme of Research Week was ‘Global impact, local relevance’. The following sub-themes were addressed: global citizenship, health society, inclusive an promoting well-being, and education sustainability. environmental and economic and hunger, zero and on presented Anderson D Dr and Maarman R Prof Savahl, S Prof a panel under the theme of ‘Education and Well-being’ on 29 students. with postgraduate September The DVC (Research and Innovation) held ‘Responding to the pandemic’, a webinar series, 2020. Speakers were identified and invited by present the work her they had office done in terms to of the effects of the pandemic on the various ministries. On governmental 16 departments September, R and Maarman Africa South in education basic presented of state the ‘Unmasking entitled, a piece the pandemic’. during South Africa university. university. Africa South Sesanti, S. (2020). Maya Angelou’s Afrocentric journalism: contribution to a Pan-Africanism and the African Renaissance. In Rabaka, R. (Ed.). A recent achievement in the faculty is the DHET accreditation of the who is also the editor-in-chief. The accreditation by the DHET was submitted in May 2020 some and queries were received in November 2020. The journal teaching in an online environment. in an online environment. teaching Cape Times Cape accreditation accreditation letter was received in March 2021. This is a major milestone for the new journal and accreditation will be a huge the journal. publish in to academics for incentive need The dialogue: ‘National titled piece opinion Thaver’s B Prof for a coordinated social was research agenda’, published in the

. Cape . Cham, Routledge Routledge Principles Principles and . Bellville: UWC Re-thinking Re-thinking the . Cape Town: Whale . Cape Town: . Cham, Switzerland: Phenomenology and . Delhi: Palgrave MacMillan. Palgrave Delhi: . Mathematical Mathematical modelling education . Cham, Switzerland: Springer. . Cham, Switzerland: Manufacturing Manufacturing terrorism in Africa: The Re(Learning) Re(Learning) to teach in the context of Masixhase Masixhase abantwana bakwazi ukufunda modelling education and sense-making:

Claremont: Juta and Company. Juta Claremont: practices practices of forensic psychology & other related professions. than those normally associated with mathematical modelling and the applications of mathematics. In Stillman, G.A., Kaiser, securitisation of South African Muslims African South of securitisation Julie, C. The deployment (2020). of mathematics in areas other mathematical modelling mathematical Hendricks, N. (2020). Mathematical International perspectives on the teaching and learning of Govender, Govender, R. (2020). Mathematical modelling: A ‘growing tree’ for creative and flexible thinking in pre-service mathematics South Africa. In Ojaide, T. & Ashuntantang, J. (Eds.). handbook of minority discourses in African literature Routledge. the teaching and learning of mathematical modelling Chetty, R. (2020). Writing the self: Indian women writers from humanities curriculum in the time 1. of Vol Series, Book Scholarship COVID-19. African Alternation Hlongwa, Hlongwa, N., Mkhize, N. & Smit, J.A. (Eds.). Press: 319—333. Press: From hope to action through knowledge: The renaissance of the University of the Western Cape 2001—2014 Ogunniyi, Ogunniyi, M. & Julie, C. (2020). Impact of visionary leadership and Science the School of of and development of the growth on J. J. (Eds.). (2020). nokubhla: Let us enable our children to read and write Council. and British Education of Cape Faculty Western Town: Koopman, O. & The Koopman, O. rise the Koopman, K.J. (2020). of university online learning in universities in South Africa. In Amien, N. Dhunpath, & R. (Eds.). crisis Coast Academic Press. Academic Coast Koopman, K.J. & Koopman, O. (2020). The darker side of Koopman, Koopman, K.J. & Koopman, O. (2020). educational research – Theory and practice and sense-making: International perspectives on the teaching and learning of mathematical modelling 237—252. Nature: Springer page96 in racism ofpsychology the on webinars including engagements, Dr P Jacobs participated in several online professional development forSustainable Development’. Educators ‘Teacher on June in seminar capacity-building Dr S Needham, along with other faculty staff, attended a UNESCO the auspices of the Amy Foundation. under webinar international an SA’at post-COVID a Trainingin Skills ‘Vocational on presented Prinsloo N Mr 2020: August 27 hosted by the DHET and the Mail &Guardian. also facilitated a webinar She on ‘Vocational success?’ Pedagogy: A learner discussion’, ensure to need colleges TVET do What distancing: social of time a in learning and ‘Teaching entitled series this in paper a presented Papier Prof COVID-19. during other partners in planning and a webinar NMU series with on collaborated TVET college Needham issues S Dr and Papier J Prof series ‘Re-Imagining TVET: webinarThe implications of COVID-19’. the in webinars two in participated also She session. planning strategic Town’s Cape of College the for input an as sector college TVET the ofoverview an presented Papier ProfJ agents of change in educational, political and economic spheres. differentbe couldassess platforms alumni ways in to which the decolonisation and decoloniality. on webinar a and webinar education higher in equality gender a Africa’ (Siyaphambili Project). ‘Measurement of post-school qualifications attainment in South Security), ‘ Student access and success: Findings from NIDS’ and Food in Excellence of (Centre populations’ vulnerable on crisis of impact the curb to post-COVID-19’,nets Building better ‘Safety back Africa: South in protection ‘Social as such topics on Omionoto Ukpokodu, entitled ‘Multicultural Education’. another onmulticulturalism anddiversity hosted by Dr Inclusive Communities’, aseminar onmulticulturalism attended three seminarsinMarch: aseminar on Prof CReddy. The presenters includedProf MRobinson, Practices SIGS for ajoint paneldiscussion facilitated by Education andKnowledge Building inEducational Curriculum SIGhosted members from Initial Teacher led approach duringCOVID-19 andbeyond. The SAERA work-integrated learning for student teachers: aresearch- your course to online’. tf i te eatet f dctoa Suis regularly Studies CIECT, (via Educational webinars and workshops of ‘how-to’ online attended Department the in Staff with other Education Faculty colleagues. June 2020 on ‘Teacher Educators for Sustainable Development’ Needham also attended a Dr UNESCO capacity-building 2020. seminar March in in grant-making EU on stakeholders UWC to to how create student-led learningenvironments. and environment learning online the in involvement student interactive on focused Discussions CloudEDU. Africa, EduTECH by hosted learning’, and focus maintain to parents and students support can educators how education- disruptive ‘Disruptivetimes, on webinara attended Gamiet G Mr and Allie criterion with regard to Feuerstein’s theory of mediated learning. learning mediated essential an transcendence, of importance TVET and TeacherEducators for Development Sustainable for July by the HEISummer Forum, University of Deusto. Using Virtual Exchange for International Collaboration’ hosted in Other culture. research webinars include faculty‘Higher Education in Superdiverse Settings and UWC the with various its intersections and faculty the in culture teaching the in to relation explored were teaching professionalising of meanings in the contestations discussions, curriculum ongoing these of part As teaching. university-level and dichotomies knowledge divides, disciplinary cultures, academic around debates the to interested those for platform a provide to and arena education amplify African voices and to perspectives aims in that the platform global discussion international a is and ANIE and IEASA by hosted was webinar Africa’.This within and with collaboration for Opportunities COVID-19: post internationalisation of future ‘The on webinar a as well as (DSI), Innovation and Science of the Department the byand (ASSAf) Africa South Science of Academy hosted Networks’, Connectivity Owned Sustainable Community and Profitable Building Development: Inclusive University of Missouri. South the the from lecturers with partnership in system education African on lecture international an in students third-year selected and lecturers of group a led Babane V Dr August, In UWC andCPUT ‘Conversation on TP UCT, duringCOVID-19’. SU, the attended also She University. Rhodes at Centre Improving their status asanalternative career. Colleges’: TVET of role ‘Important the on seminar Orientation page 97 | Reflective Report 2020 Report | Reflective

African African schools’. Dr S Ndinga-Koumba-Binza participated as a panel member of the Talkfest part of the DIGIFEST’20 Virtual held on 4—6 Exhibition at the Technology, Durban of University 2020 and November presented on the current African status of languages within human language technology Humanities for the Centre UWC also He attended development. research and Research Colloquium on Decolonising Pedagogies in February 2020 where he presented a paper on ‘Students’ Rights, this project the learnings of Some of 2020. on 7 project October will be taken up by CHEC given their interest in dual learning in higher education. Dr Needham is now a member of the CHEC team. and project core DHEP Dr K Dr a and presented Koopman at the Philosophy paper Fourth Theory in Higher Education (PaTHEs) conference, held online. Dr N Ravjee presented a paper entitled ‘Epistemic Access and Success: Notes Approaching Towards the UWC Case Study’ at South in Success and Access Epistemic on symposium online the in Johannesburg of the University hosted by Universities African 2020. October Ms R Koch did an oral meeting presentation on at gender the and intercontinental sexuality studies 2020 at Gender the and Sexuality September virtual conference offered by the review systematic on focused ‘A presentation Her group. Sciinov of comprehensive sexuality education for adolescents in South UWC partnered with Book Town Richmond, the only Book Town Town Book the only Richmond, Town with Book partnered UWC Academic Vice-Chancellor: Deputy Madibaland World Literary Festival Literary World Madibaland down, upside world the turned virus COVID-19 the when year a In turned that event an host to proud was Education of Faculty the the literary world on its head. From 20—29 November 2020, Learning and Teaching Colloquia and Symposiums and Symposiums Colloquia Teaching and Learning the ‘Global Colloquium convened on Thaver B Universities, Prof Conflict Settings and Peacebuilding’ in the Education Faculty, universities. universities. Dr K Collett presented a paper at the virtual science science at UWC with partners from Sweden, Mozambique and 2020. February on 18—21 the USA Festival, the world’s largest online book festival. With just over 175 over just With festival. book online largest world’s the Festival, festival the daily), 10pm to (10am days nine over featured writers hosted afield as from literati far countries as Russia, Macedonia, In collaboration with the Writing Centre Coordinator, Dr Dison, Dr Dr Dison, Dr Coordinator, Centre Writing the with collaboration In workshops to enhance academic literacies among BEd Honours Honours academic literacies among BEd to enhance workshops students.

JOVACET . with blocks supports young children’s learning and development, development, and learning children’s young supports blocks with Blocks’. of Celebration titled ‘A (UNITAR), focusing on developing transformational partnerships. partnerships. transformational developing on focusing (UNITAR), playing how about webinar Trust Froebel a attended also Kosi Ms hosted hosted by the United Nations Institute for & Training Research The Hajji and other stories’ other and Hajji The Memorial Memorial lecture, at Wits University, on 8 February 2020, titled ambivalence ‘The Janus-faced of Indianness in Ahmed Essop’s as the NRF Chair, hosted workshops four in 2020 in the Jansen. Jonathan by Prof presented series Publication for Writing The series was well attended by 60 approximately participants were equipped for the planning of fieldwork research as well as the the as well as research fieldwork of Papier, planning the J for Prof equipped were fieldwork. for preparations administrative and logistical including online training, a handbook and a toolkit. and a a handbook training, including online Comet PhD with workshop a face-to-face conducted Jacobs P Dr students this workshop, from During 2020. 8—11 March students need to develop teacher and student teachers’ competencies to to teachers’ competencies and student teacher to develop need advance an understanding and of diversity global citizenship as teachers, support to methodologies and tools develop to as well Iceland, Iceland, University of Oslo, University of Crete, Oranim College in Israel and UWC. The aim of this project is to respond to the education programmes, as well as a research report. as a research well as programmes, education Mr attended F Sylvester a workshop to formulate a proposal for an international collaborative project involving the University of Dr Dr S Stofile, Dr V Babane and Mr F Sylvester. The efforts combined of academics and NGOs resulted in the development of inclusive education modules and materials use for in teacher participated participated Kitching, A in Prof from support with Moodley, it. T Prof by The coordinated project participation at UWC was scholarship of teaching in the Inclusive Education modules in the faculty. This project was funded by the European Union in conjunction with the DHET and 10 South African universities Learning and Teaching Workshops Workshops Teaching and Learning Staff members of the Department of Educational Psychology participated in for All the Teaching project, which advanced the hosted a Foundation Phase Handwriting Instruction workshop McBride participated intwothe workshops. of four department, department, at the invitation of the Deputy Dean (Teaching assessment methodologies on distance learning’. methodologies on distance assessment The workshop was a professional development practical session practical development professional a was workshop The for lecturers on handwriting instructional practices in the South page98 lcue a te eatet f col eeomn and Development School of Department the at lecturer a eerh ntahr’vepit aot utlnuls serves multilingualism about viewpoints teachers’ on research taken, are education in decisions management language which on grounds localised highly the as Understood outlined. were teacher agency, the connections between these two components of model ecological to an on Based regard education. in multilingualism with actions pedagogical potential about thinking their and theoretical phenomenon a teachers’ as multilingualism about of understanding research recent his on reported teacher justice-oriented social education’. A multiculturalism: ‘Critical topic the on presentation a did (UM), City Missouri-Kansas of University the from Ukpokodu, Omiunota Dr 2020, May 3 On the strategies and their implications. discuss to participants foropportunity an included session The by students after they graduate and become practicing teachers. used be can that framework improvement-focused an follows template The assignments. field design to use to template a of development the practicing involved strategy in second The performance. students support student assessing in staff to and strategies framework pedagogical effective efforts role-focused assist a will using that The on practice. centred clinical strategy and first experience field with assignments associated complete to students for support their in them among coordination increase to academics education teacher by used be could that strategies two topic on focused presentation the on presented Orleans ‘Teaching New Practice Framework of University of New Orleans’. The of University the Sharpton of William Professor Emeritus 2020, February 28 On presentations International guestsengaged in virtual seminar Faculty of Education Afrikaans/ English lecturer and experienced togo byfestivaleverbookmust South Africa.hosted thanks All Iceland,it Greece- wasIndia and truly greatestthe international words: “Italways seemsimpossibleuntil it’s done”. ‘Building A Nation From Words’, and Nelson Mandela›s immortal of motto its to up lived trulyevent This world. the around from lovers book 500 2 over of participation the inspired in and glory Education of Faculty the and UWC covered that event an was this November, 29 of on event closing morning the till November, the 20 on address inspirational an with opened festival Pretoriusthe Tyrone Prof Vice-Chancellor moment the From duration. the forstandby on were who Julies, Graham by veryat team a galvanised who Bawa, Umeshby headed Affairs highly and novel flexible a research approach. as methodology the of pitfalls potential prepare their graduates for teaching indiverse environments. effortsprogrammaticadequatelythat wereimplemented the to describing to addition in K-12students, future and current their and students Education of College between discrepancy the of challenges the of some addressed presentation The districts. ofreflectnotdemographicsschool does shifting local which the (80.4%), female and (90.12%) white predominantly is it that in States United the in most to similar is however, Education, of College The orientation. political and religion, ethnicity, gender, status, socioeconomic of terms in spectrum local the represent students Their areas. urban small relatively to areas rural from ranging campuses distinct five with state the of part northern the in university consolidated a is Georgia North of University Education: The Georgia’. North Teacher in Curriculum ‘Transforming and Policy on topic Perspectives the on presented seminar second his In students. all for betterment and justice social greater to contribute the may about research and discussion education way the advancing of purpose overall the International visitors hosted in 2019. students Master’s of supervision productivefor Mbekwa M Prof respective categories of nomination: their in selection three top the made colleagues following The Prof J Papier won the Women in Research Award of the institution. was held virtually on2October 2020. event AwardsRecognition Innovation) and (Research DVC The 5.3.5 Social Studies (NCSS) in Washington inDecember 2020. the for Council National the of Assembly International the at of one faculty of education in South Africa’, which was presented case The multiculturalism: critical of practices and conceptions Nomlomo) a collaborative conference paper entitled ‘Inquiry into UMSAEP The and MoodleyProfs (withproduced already has project research conversations). interviews/ and (documents Justice-Oriented Social data researchTeacher collected she Education’.visit, her During A Multiculturalism: seminar ‘Critical a presented entitled she March, 3 On education. teacher in transformation educational and multiculturalism about staff Education of Faculty with engage to her allowed UWC to visit an receiving UMSAEP grant award afterto conduct research at UWC. Her UMSAEP Department, Psychology Educational the of HOD Moodley, T Prof by 2020 March 9 February— 19 from Prof Omiunota Ukpokodu, a visiting scholar from UM, was hosted A wards andsignificant achievements page 99 | Reflective Report 2020 Report | Reflective

Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy 6 67 36 44 153 78 180 141 113 92 526 13 157 130 101 401 14 75 24 35 148 8 52 51 27 138 Total 1 39 40 12 85 89 74 57 317 28 28 9 13 RAMME G RO BEd (Natural Science and Maths) Total and Maths) Science (Natural BEd BEd (Natural Science and Maths) III and Maths) Science (Natural BEd IV and Maths) Science (Natural BEd I and Maths) Science (Natural BEd II and Maths) Science (Natural BEd BEd (Foundation Phase Teaching) IV Teaching) Phase (Foundation BEd Total Teaching) Phase (Foundation BEd BEd (Foundation Phase Teaching) II Teaching) Phase (Foundation BEd III Teaching) Phase (Foundation BEd BEd (5 years) Maths and Natural Sciences V Sciences and Natural Maths years) (5 BEd Total Sciences and Natural Maths years) (5 BEd I Teaching) Phase (Foundation BEd BEd (5 years) Maths and Natural Sciences III Sciences and Natural Maths years) (5 BEd IV Sciences and Natural Maths years) (5 BEd II Sciences and Natural Maths years) (5 BEd Advanced Diploma for Educators of Adults Total Adults of Educators for Diploma Advanced P I Adults of Educators for Diploma Advanced II Adults of Educators for Diploma Advanced Student Enrolments in 2020 Enrolments Student in 2020 Enrolments Student 23. Table Dr K Collett for productive researcher in the ‘Emerging Researcher’ category in 2019. category Researcher’ the ‘Emerging in researcher productive for K Collett Dr in 2019. category Researcher’ the ‘Established in researcher productive for R Chetty Prof in 2019. students PhD of supervision productive for Sivasubramaniam S Prof 2019. of Prize the Book for N Hendricks Dr page100 Table 24.Pass rate per module2020 Student Achievements ESP141 EDC143 ESP142 BED747 FIE301 HIV200 HPS212 EDC313 BED715 BED712 ESP241 FCD211 FCD111 M Postgraduate Diploma TVET Postgraduate Certificate inEducation (PGCE) Postgraduate Certificate inEducation FET (PGCE) PhD Total PhD II PhD I MEd (by thesis) Total MEd (by thesis) II MEd (by thesis) I BEd Hons (Psych) -PT BEd Hons -PT Total BEd Hons -PT II BEd Hons -PT I BEd Hons -FT BEd Acc (FET) andEMSMaths (SP) I P RO O D G U RAMME L E Description EDUCATION 313 76 43 131 1 130 30 9 21 1 11 2 10 77 30 47 35 57 82 60 177 16 Total M 2 838 7 28 5 189 119 UG UG UG UG UG PG UG UG UG UG PG PG UG UG UG UG odule Year Level Total 136 181 306 177 153 33 113 241 249 316 9 7 251 153 190 180 E nrolled Passed 134 168 270 164 92 29 109 240 185 307 8 7 233 119 182 159 % 98,5% 92,8% 88,2% 92,7% 60,1% 87,9% 96,5% 99,6% 74,3% 97,2% 88,9% 100,0% 92,8% 77,8% 95,8% 88,3% page 101 96,6% 100,0% 100,0% 81,6% 80,0% 91,9% 92,2% 96,4% 96,4% 90,1% 97,1% 91,7% 96,6% 92,9% 98,9% 86,5% 88,9% 93,8% 100,0% 100,0% 95,0% 100,0% 100,0% 91,7% 100,0% 98,2% 99,1% 93,0% 93,1% 98,6% 85,7% 84,8% 98,5% 100,0% 84,8% 100,0% 71,4% 97,4% 77,8% 94,4% 84,4% 84,7% 96,5% 97,7% 98,1% 95,8% 87,0% % | Reflective Report 2020 Report | Reflective

86 6 6 31 56 477 380 298 244 163 133 11 86 13 187 64 8 15 11 31 57 23 3 165 136 111 112 186 188 144 6 207 191 8 245 8 5 185 42 17 331 331 306 250 254 183 127 Passed nrolled E 89 6 6 38 70 519 412 309 253 181 137 12 89 14 189 74 9 16 11 31 60 23 3 180 136 113 113 200 202 146 7 244 194 8 289 8 7 190 54 18 392 391 317 256 259 191 146 Total Total Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy odule Year Level Year odule UG PG PG PG PG UG UG UG UG UG UG PG UG PG UG PG UG UG UG UG UG UG PG UG UG UG UG UG UG UG PG UG UG PG UG PG PG UG PG PG UG UG UG UG UG UG UG M RESEARCH PROJECT B RESEARCH PROJECT 722 EDUCATION AFRICAN SOUTH ACCOUNTING OF METHOD BUSINESS ECONOMICS METHOD OF ECONOMICS METHOD OF EDUCATION PRACTICE 401 PRACTICE EDUCATION EDUCATION 423 EDUCATION 401 PRAC EDUCATION 101 PRACTICE EDUCATION 201 PRACTICE EDUCATION 301 PRACTICE EDUCATION 111 EDUCATION 121 EDUCATION 323 EDUCATION 413 EDUCATION 712 ASSESSMENT Description E L U D O BED740 EDU722 BED742 EDU712 MTH405 SSM301 BED720 MTH401 MTH403 MGE401 BED700 MTH408 FER401 BED755 HDE415 FES111 FES211 BED748 EDC301 EDC401 HDE401 EDC101 EDC201 EDC413 EDC423 EDU111 EDU121 EDC323 HDE414 BED711 BED716 BED737 HES712 HDE413 BED749 EDC131 BED738 ESP242 M EDC121 MTH417 page102 HDE432 HDE431 HDE430 BED752 ACG821 ADA611 HCA135 TVT703 TVT708 ADA612 ACG813 HTD122 HTD121 ADA616 TVT706 ACG811 ACG815 ADA613 TVT710 ETD127 ETD126 HTD112 HTD111 ETD123 ETD122 ETD121 ETD111 TVT701 TVT702 HES711 M O D U L E Description AFRIKAANS COMMUNICATION ORGANISATION MANAGEMENT AND DEV. MATHS EDUC.IN TVET 706 ENGINEERING TEACHING: TVET 7010 ASSESSMENT PRACTICES B ASSESSMENT PRACTICES A M PG UG PG UG UG UG PG PG PG UG PG UG UG UG UG UG UG UG UG PG PG PG UG UG UG UG UG UG UG UG UG UG UG UG UG UG UG UG UG UG UG PG UG UG UG UG PG UG UG PG odule Year Level Total 6 7 11 1 1 34 5 4 11 33 8 10 10 1 1 4 4 10 10 26 27 7 188 53 69 73 93 44 65 334 354 351 401 142 46 20 22 38 56 60 67 23 391 391 147 37 10 6 1 15 E nrolled Passed 6 7 10 1 1 33 4 3 9 32 8 10 10 1 1 4 4 8 8 5 20 5 188 51 69 72 88 42 65 267 337 302 341 142 44 19 21 38 50 60 64 21 309 343 135 33 9 6 1 11 % 100,0% 100,0% 90,9% 100,0% 100,0% 97,1% 80,0% 75,0% 81,8% 97,0% 100,0% 100,0% 100,0% 100,0% 100,0% 100,0% 100,0% 80,0% 80,0% 19,2% 74,1% 71,4% 100,0% 96,2% 100,0% 98,6% 94,6% 95,5% 100,0% 79,9% 95,2% 86,0% 85,0% 100,0% 95,7% 95,0% 95,5% 100,0% 89,3% 100,0% 95,5% 91,3% 79,0% 87,7% 91,8% 89,2% 90,0% 100,0% 100,0% 73,3% page 103 71,4% 85,7% 93,3% 93,2% 100,0% 100,0% 100,0% 100,0% 90,6% 100,0% 95,7% 100,0% 0,0% 92,0% 66,7% 97,2% 98,5% 97,4% 100,0% 84,1% 77,1% 87,9% 84,8% 96,8% 91,0% 95,7% 91,7% 100,0% 81,0% 83,3% 93,3% 91,2% 86,2% 97,9% 100,0% 97,8% 95,0% 99,2% 100,0% 97,5% 100,0% 100,0% 89,7% 100,0% 83,3% 75,0% 88,5% 77,3% 100,0% 80,0% % | Reflective Report 2020 Report | Reflective

5 6 42 41 3 7 9 6 29 25 22 17 0 23 2 175 135 111 89 116 111 124 123 91 81 22 22 2 17 10 42 52 50 47 63 174 189 130 54 77 32 26 26 24 10 9 115 17 3 12 Passed nrolled E 7 7 45 44 3 7 9 6 32 25 23 17 1 25 3 180 137 114 89 138 144 141 145 94 89 23 24 2 21 12 45 57 58 48 63 178 199 131 54 79 32 26 29 24 12 12 130 22 3 15 Total Total Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy odule Year Level Year odule PG PG UG UG UG UG UG UG UG UG UG UG UG PG PG UG UG UG UG UG UG UG UG UG UG PG PG UG UG UG UG UG UG UG UG UG UG UG UG UG UG UG UG UG PG PG UG PG PG PG M MATHEMATICS METHOD OF MATHEMATICS (B.ED) 321 (B.ED) MATHEMATICS A EDUCATION MATHEMATICS B EDUCATION MATHEMATICS C EDUCATION MATHEMATICS D EDUCATION MATHEMATICS MATHEMATICS (B.ED) 111 (B.ED) MATHEMATICS 121 (B.ED) MATHEMATICS 211 (B.ED) MATHEMATICS 221 (B.ED) MATHEMATICS 311 (B.ED) MATHEMATICS COMPUTERS IN EDUCATION A (B.ED) A IN EDUCATION COMPUTERS B (B.ED) IN EDUCATION COMPUTERS 111 MATHEMATICS PHASE FOUNDATION 211 MATHEMATICS PHASE FOUNDATION 311 MATHEMATICS PHASE FOUNDATION 411 MATHEMATICS PHASE FOUNDATION (HDE) IN EDUCATION COMPUTERS 301 XHOSA METHOD OF 302 XHOSA METHOD OF 401 XHOSA METHOD OF 401 MATHEMATICS METHOD OF AFRIKAANS OF METHOD AFRIKAANS 301 METHOD OF AFRIKAANS 302 METHOD OF AFRIKAANS 401 METHOD OF Description E L U D O MTH402 MTH416 EDU716 GSM301 GSM302 BED718 BED719 EDU726 MAE311 MAE321 MAE121 MAE211 MAE221 FPM311 FPM411 MAE111 FPM111 FPM211 HDE427 BED707 BED708 EDC122 BED726 EDU711 EDU721 TMX301 TMX302 TMX401 GSM401 TMM401 SSM401 TME302 TME401 TMA401 MTH412 TME301 TMA301 TMA302 EDC111 MTH410 MTH411 BED751 BED754 M page104 Table 25. List of master’s graduations in2020 Table 25displays the master’s graduations and Table 26displays the postgraduate graduations in the faculty in2020. Postgraduate graduations Department BED732 BED731 BED725 BED724 EDU723 EDU713 MTH406 TMM302 TMM301 M Institute for Post-School Studies Educational Studies Institute for Post-School Studies Institute for Post-School Studies Institute for Post-School Studies Institute for Post-School Studies Institute for Post-School Studies Institute for Post-School Studies Mathematics School of Science and Educational Psychology Institute for Post-School Studies Mathematics School of Science and Educational Psychology Educational Psychology O D U L E Description SCIENCE EDUCATION D SCIENCE EDUCATION C SCIENCE EDUCATION B SCIENCE EDUCATION A RESEARCH INMATHS EDUCATION B RESEARCH INMATHS EDUCATION A METHOD OF MATHEMATICS 302 METHOD OF MATHEMATICS 301 Student 3417956 2644479 2761036 3484067 3481304 3515673 2920322 3161988 3373007 4600043 9607848 2322632 3581559 3523756 9334017 2368770 3054880 2758827 2946893 N umber Student Ambe, Martina Ayabulela, Dick Daniels, Margaret Engunlusi, Oluwatosin Felix, Agnes Malika, Ismail Nondabula, Nikiwe Priscilla, Andrews Howard, Stevens Rodrique, George Henry, Jansen William, Shonhiwa Nombulelo, Stamp Kasifa, Kakai Dzivaidzo, Machingura Wardah, Ahmed Sihle, Fodo M PG PG PG PG PG PG UG UG UG odule Year Level N ame Total 1 1 11 11 7 7 9 93 90 Supervisors Prof SSivasubramaniam Prof T Moodley Ms ROmar Dr NRavjee Prof SSivasubramaniam Ms ROmar Dr P Cutalele Prof V Nomlomo Prof RGovender Dr SStofile Prof J Papier Prof R Govender Dr SStofile Dr SStofile E nrolled Passed 1 1 8 8 5 5 9 88 88 Graduation Date April 2020 April 2020 April 2020 April 2020 April 2020 April 2020 April 2020 April 2020 April 2020 December 2020 December 2020 December 2020 December 2020 December 2020 December 2020 December 2020 December 2020 December 2020 December 2020 % 100,0% 100,0% 72,7% 72,7% 71,4% 71,4% 100,0% 94,6% 97,8% page 105 December 2020 December December 2020 December December 2020 December December 2020 December December 2020 December December 2020 December April 2020 April 2020 April 2020 April 2020 April 2020 April 2020 April 2020 Graduation Date Graduation | Reflective Report 2020 Report | Reflective

Information Information Bulletin, Edition 20, Day news news hub on 17 April The 2020. interview Prof M Moletsane Prof Prof R Chetty Prof Prof J.Smith Prof Prof R Govender Prof Dr S Ndinga-Koumba- Dr Binza Prof S Sivasubramaniam Prof Prof C Julie C Prof M Mbekwa Prof Prof R Chetty Prof Supervisors Daily Maverick ame N Tackle Anything’, published Anything’, Tackle on the Bike Network website on24 Master Builders and Allied Trades Association MBWAC (Western (Western Association MBWAC Builders Master Allied Trades and published Cape)’, in the 57, 2020 was was headlined ‘Should alcohol, tobacco and outdoor exercise engaging with communities via publications in a that arose health news around platforms wellness concerns and number of from enforced changes in lifestyles due to valuable contributions COVID-19. included These an interview with Daniel Steyn the of focused focused on the important role of TVET colleges and improving their status as alternative vehicles of career pathways for World World of Work for the 21st Century’. He also participated in a Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy 2020 National Senior Certificate examinations’. His op-ed, ‘Time ‘Time op-ed, His examinations’. Certificate Senior National 2020 to reset schooling for the poor was amid published COVID-19’, on the UWC website with follow-up interviews and citations in Argus, Smile various FM, media: Weekend The Radio Voice 786, on eNCA. Show Tonight the and the Cape, SAfm of In the Department of Educational Psychology, Mr F Sylvester was involved in a number of community engagement activities during 2020, including a community outreach workshop 7 March on 2020 at the CPK Church in West Bank and a career

Vuyokazi, Mntuyedwa Vuyokazi, Rochelle, Davids Rochelle, Rudolph, Cornelissen Rudolph, Gloriose, Mugirase Anthony, Williams Anthony, Aina, Jacob Aina, Riffel, Alvin Riffel, Okuntade, Japhet Japhet Okuntade, Gharnasa, Hadia Benedicta, Daniel- Oghenetega Frank, Mark Frank, Fortune, Ronald Fortune, Fagan, Dominiqe Fagan, Student Student On Campus On umber N 2135116 9924962 7806033 3748484 8715680 3580846 9123724 3775781 3520580 2921628 9535684 8513617 3879366 Student Student ngagement E Educational Psychology Educational Educational Studies Educational School of Science and Science School of Education Mathematics Mathematics Education Mathematics School of Science and Science School of Educational Studies Educational Educational Studies Educational Educational Studies Educational School of Science and Science School of Education Mathematics Department magazine in 2020 titled, ‘The impact of the pandemic on the Community Engagement Community online UWC’s in article an published Maarman R Prof number of social and critical issues experienced by communities communities by experienced issues critical and social of number practically engage to get students practice, teaching through and, issues. these with and society. For example, the theory and offered practical by the modules Department of Educational Studies address a through through strong relationships, university-school-community and by educating our students to be critical reflective scholars/ practitioners teachers/ of change in post-apartheid education engagement engagement activities to transform the teaching make They attempts to build vibrant schools (and re-imagining profession. schools as centres of community building and transformation) bodies as a means of sharing their align experience in with areas their that academic and professional competence expertise. and Many departments integrate their community Staff Staff members continue to Some ways. participate communities in in different professional reach out and engage with years for master’s studies and 5,8 to 4,5 years for PhD studies. for years 4,5 to studies and 5,8 master’s for years 5.3.6 on this achievement. The 4,5 to 4 between averages and 2018 since time faculty the in declined to degree has significantly The faculty The faculty graduated a total of 19 master’s studies and 13 PhD supervisors and students the all congratulate We 2020. in studies Table 26. List of PhD graduations in 2020 graduations PhD of List 26. Table page106 Otbr 00 te a clbae a Wrd eces Day Teachers World as celebrated day the on 2020, October Awards Teachers5 Inspirational UWC the launched David examination of Board the HPCSA. Counsellor the passing and practicum in the successful completing were students practicum the All communities. school COVID-19on of impact the to due challenges other and psychosocial many faced easily counselling to as such well-resourced services not access are that schools as critical was service This teachers. full-time also were students practicum mental health and well-being in the school contexts where these supervised This Sylvester. counselling practice F contributed significantly to the promotion of Mr coordinator, practicum the ecig uig OI-9 De o netite cue by caused uncertainties to Due COVID-19. during literacy for teaching possibilities collaboration discuss to WCED from In August,MsKosi Profand met Mbelani M representatives with famous children’s stories, and Afrikaans in from second funding awarded been recently also has PRAESA the English. English, and isiXhosa in were group first received.The verywell been have that teachers, and families for activities with rhymes bilingual children’s share to continued has NGO This (PRAESA). Africa Alternative South in of Education Study the for Project the of director executive programme was completed by six students who were supervised In 2020, the BEd Honours in Educational Psychology practicum for the Franschhoek Well-Being Initiative. A Prof member, Kitching, is a member of staff the Well-being Coordinating Committee department Psychology Educational 7 learnersat Somerset West Primary School,22October 2020. Grade to given Africa’,talk South virtual in a Psychologist Sport Bike the on published Anxiety’, Performance Sports Crush to The Brothers Lionheart , into isiXhosa. of Dr member St George’s a be C to board February invited was and mother-tongue education. schools Afrikaans-medium about 2021 February 5 on Kiewiet) Development. Social of Department was Plüddemann P Dr 2020. November of should end the towards collaboration scheduled was meeting this planning 2021 A that 2021. in commence decided was it COVID-19, of been have could students Method Geography Phase Senior BEd the that hoped was It River. Eerste polluted the cleaning Project Rehabilitation River Eerste the with 2020 of part latter was Gamiet, G the in Mr assist to community Macassar-Faure by the school approached lecturer, between SSME gap universities. the and bridge leavers to aims that intervention their of part as for preparation the exams. enrichment This final is a prestigious with interact could learners that lessons 11 Grade video-recorded They (SUNCEP). Pedagogy for Centre Department the Development of between Talent project joint the a of (TDP), Programme part as programme Sciences to get involved in similar environmental projects. projects. environmental similar in involved get to students Faculty Education for opportunity perfect a be would community several help to in members up cleaning the river. In a context, it post-COVID-19 volunteered Gamiet Mr 2020, September 19 On Bellville. N1, the to next located River Kraal Elsies the up cleaning in assistance for asked also Doordekraal community the of Friends The pandemic. COVID-19 the by Engagement Professional TVET and TeacherEducators for Development Sustainable for Department, Prof T Moodley is a member of a Mediated Mediated a of member a is Moodley T Prof Psychology Department, Educational the In University. Rhodes at Centre established at the beginning of 2020 for people who have have who people for 2020 of beginning the at established Science and Innovation (DSI) and Stellenbosch University’s University’s Stellenbosch and (DSI) Innovation and Science page 107

(IRJVET) (IRJVET) (SAJCE) (SAJCE) at Journal Journal of Vocational | Reflective Report 2020 Report | Reflective

in the United Kingdom. the United in International Research Journal on VET on Journal Research International South African South Journal African of Childhood Education onclusion along with IPSS colleagues Dr February and Mr McBride, that is currently exploring Habermas’s theory of communicative action. materials materials development. Mr Prinsloo is part of a reading group, and their relations to higher education change investigation, analysis require and discussion. We are optimistic that the further lessons learned from 2020 will hold the faculty in good stead as environment learning and teaching new a navigate to continue we work. doing academic of ways and new seminar (and access to venues), library reading times, submission times, reading library venues), to access (and seminar of assignments, the triple-period lecture, ‘office’ hours, the sit- down examination, etc. This new way of teaching and learning, research and community engagement obvious as the year progressed that the made organisation of teaching it increasingly in face-to-face contexts, or even in blended learning modes, is not automatically transferable to purely online courses. Finally, while the new information and communication technologies are the divides, digital persisting changers’, ‘game as viewed popularly value of face-to-face interactions and multimodal pedagogies, Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy boards of international vocational education journals boards focusing of on the training: and of the University of Bremen, and Training and Education the C the the 2020 activities in on report reflective comprehensive This of Faculty Education is unique in the history of the faculty given the experiences of the pandemic lockdown and transition from traditional university teaching to online teaching and learning. The experiences gained in 2020 have urged the faculty staff Staff nominated onto regional/ national professional bodies Prof R Govender was appointed as President of the Association for Mathematics Education of South Africa (AMESA) with effect 2020. July 1 from T was Prof Moodley appointed to the Editorial Committee Panel of the 2020. the beginning of IPPS director, Prof Papier, was invited to serve on two editorial as a mentor on the Portfolio Development Programme that was time in 2020. first the for online offered Childhood Development (ECD) teachers named ‘ECD Connect’. The network supports ECD and pedagogical as well as education, participants higher and further to access with information on issues. practice-related other COVID-19 for Higher Education Research and Training in Africa. Africa. in Training and Research Education Higher for COVID-19 IPSS lecturer Mr N Prinsloo continues to be involved as a ilearnthinking.org. the the curriculum design with of tasked team the led Kosi T Ms mediated learning. The blog is available on the website of the https:// Education: Cognitive of Advancement the for Institute on the importance of transcendence, an essential mediatedlearning criterion with regard to Feuerstein’s theory of and Georgia to discuss a potential curriculum for universities on universities for curriculum to discuss a potential and Georgia outline). a course (contributed diversity Education Education Office on critical educational processes participation (linked to of the initiative of taking Parliament to the public Missouri from professors with meetings had Thaver Prof people). Prof Thaver and Dr T the Khaile T UWC of and School Government, Dr of Thaver Prof did a presentation to the South African Parliament Public during COVID-19. She presented a paper in this webinar series entitled, ‘Teaching and learning in a time of social distancing: What doTVET colleges needto ensure learner success?’ Papier and Dr S Needham collaborated with NMU and partnersother in planning a webinar series on TVET college issues development, in 2020, with regard to TVET colleges and skills development. Prof Papier participated in two online meetings of the World Bank Advisory Group on TVET in 2020. Prof curriculum design of the new Higher Certificate in Early Childhood Early in Certificate Higher new the of design curriculum Ms Ms Nonhlanhla Shando-Omukunyi, she participated in the interest in the work of Feuerstein and who apply his principles in classroom settings. Prof Moodley also did a blog with an interest in mediated learning and cognitive the education. advancement of The committee consists as of well academics as teachers and other professionals who have an in 2020. In addition, she was consulted by the international and TVET colleges for the HumanCouncil of South Africa (HRDC) Resource in March 2020 and Development continued her engagement on the QCTO quality assurance committee collaboration with the University of Missouri. of the University with collaboration Prof Papier drafted a position paper on vocational streaming on teaching large classes in different departments March in the Faculty of 2020. Education, notably Ms Colleagues from Kosi, Dr Cutalele, Dr Du Plooy and Ms Allie, continued UWC’s Dr Dr Plüddemann, participated in the WCED’s PTEDC task team page108 PROF Period: January —December 2020 SC F DEAN: FACULTY OF ECONOMIC &MANAGEMENT SCIENCES P ROFESSOR A C IEN ULTY O M M R ICHELLE ICHE C eflective E E SAU S LL

F E

ES E C AU ONOMI A 6.1D year. academic met frequently to The discuss leadership faculty Consultation, the saving to year. keyprinciples were deliberation and engagement academic the of completion successful crisis to think, behave and live differently. As members of the the of members As differently. live and behave think, to crisis by the presented challenge the embraced Staff objectives. and goals its achieve to forward pushed faculty the Nonetheless, stress. and anxiety fear, of feelings unfamiliarity conjured and lockdown the uncertainty of the and us of all to new were of lockdown conditions 2020. The March 26 on lockdown strict a into went nation The university. the and country the world, Vivienne Prof (Academic), DVC the of leadership the Under extraordinary in times. agents change as behaviours and attitudes our of mindful being remotely,while things doing of students and staff on impact the consider to had we leadership, faculty about issues related to home environments for learning, learning, for environments home devices connectivity, and data. Staff became to tired of developing related issues about complained Students easy. not was plan the Operationalising jeopardising the quality of the academicproject. without assessments and courses our delivering and for methods strategies appropriate develop and explore to meetings we as and virtual and period webinars several hosted we plan, our planning implemented the During consideration. vulnerabilities their into remote took that a teaching and of learning for development plan the assisted the responses, in survey echoed as students, the of voices The environments. home unconducive in function to had who those and country the of parts rural the in those especially faced, students our of many that challenges the understand and probe to surveya administered and developed of we end, this vulnerabilities To students. our technological and socio-economic the of mindful very were We possible. as students many as that reached approaches innovative and new alternative, consider to R leadershipperspective during C & EAN eport 2020 ’S MANA O V ER V IEW

G EMENT CO V I D-19

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Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy peers.staff, Many too,faced these challenges. Thefaculty, with the support of the university infrastructure, was able toleadershipthe onlinestudents Underrapidly.fairlygetstaff and help completetheir year. pilotingtheinclude year 2020the achievementsNotableduring of small-group block teaching in the BAdmin programme, the establishment of ‘online champions’ for each department and the sharing of staff experiences through an online newsletter, webinars and workshops. In reflective 2021, workshops with EMS staff continued and developed to respectively. and staff students twofor with useful resources websites run While we strived to be inclusive, adaptable and to experiment with different teaching, techniquesduring 2020,online-only teaching remains assessmentfrom far and communicationideal. Many students struggle to learn effectively in their home environments and female students and staff are vulnerable especially to negative consequences of On beingthe positive off side, however, campus.since our move to online-only teaching in March 2020, new strategies have been developed for online assessment and student engagement. Tutors have developed effective engagement strategiesusing WhatsApp. Staff have with mastered technical students,skills such as Ruiters, we were able to strategythatembedded student-centric,a developflexible feasibleand a learning placed learning online While and learning. and teaching to approach teaching a strain on staff and students, the 2020 academicsuccessfully year completed.was A catch-up intervention for students who were not able to pass 2Term of 2020 was offered at the endthe of Althoughyear. staff feltthis intervention should not berepeated, it did allow faira for opportunity to all students to with 300 students. The Department of Economics has even incorporated into new thinking about blended learning moving moving learning blended about thinking new into incorporated forward. Unlike other years, mainly due to littleempiricalverytermsactivity of inwas datathere collection the COVID-19 pandemic, by researchers in the EMS Faculty (and across the university). publishjournalindividualto stillableHowever, researchers were

Ad PersonamAd process. After much much After process. Ad Personam smartphones or data,to engagewith their lecturers,tutors and little time to reflect on new practices, and in a context where many students did not have resources, including laptops, unprecedented change in 2020. We went 2. onlinefully fromlearning to teachingTerm and1 in Term lectures face-to-facein Staff and students had to adjust to a new way of working with and students. Teaching and learning in the EMS Faculty faced rapid and during our registration process. Nevertheless, what through emerged all these challenges were the resilience, adaptability, careand concernothers, for demonstrated colleaguesmany by Many Many more colleagues became infectedwith the virus and had to take time off from work. This placed immense pressure on a limited number of staff in some instances, and especially vis-a-vis the achievement of wasn’t facultyeasy. Colleagues and students took goals much strain, which and objectives heightened as the second wave became a lot more personal. While difficult, the 2020 academic year productive. was also Indeed, busy and balancing the experience of the crisis promotions in the faculty, with more specific criteria differentiation for Chartered Accountants Accounting. in the Department of while the Model for Differentiation obtained Senate approval towards the end for criteria the informs that of framework a provides 2020. The Model for Differentiation deliberation and engagement, implemented at the the beginning Workload of the Model 2020 academic was year, Key initiatives in included the theintroduction of a contextWorkload Model and for a of DifferentiationModel for the the people framework development and economic growth created by the pandemic responses. appropriate and exploring and to collect up-to-date information on the experiences of poor and vulnerable people. Colleagues also formulated new research projects aimed at understanding the challenges to their research objectives. Nonetheless, colleagues acted swiftly swiftly acted colleagues Nonetheless, objectives. research their to adapt research methods to informants the of pandemic, networks up usingbuild electronicto WhatsApp as such platforms and refining plans. Insofar as research was within concerned, the units faculty had to explore alternative approaches to page110 F Ms Ms J Terblanche Ms B Raymond B Ms Ms B Raymond B Ms A Senior Lecturer Mrs GRudolph Ms I I Adendorff Ms Mr IMohamed Mr A Saayman Ms B B Williams Ms Ms C C Arendse Ms Mr SGwadiso Prof Bakkes J Mr R Arendse Ms H Gxashe H Ms Mr G Adams Ms Ms A Jacobs dministration Chairperson Ms E Hamel E Ms Mr J Siebrits ACU Mr P Hamel Ms S Fourie S Ms Mr EPullen Accounting Mr BSmith Mrs MOtto Mr EFelaar Mr SKlein A Mr J Esau Professor Professor J Jansen Lecturer ssociate Acting Prof

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A A Senior Lecturer Finance Acting Mrs MPaulsen P Saungweme C Ms F Petersen Business and P Hirschsohn Mr GCaseley

R Shambare R Shambare dministration dministration Mr RGrosch Ms P Nohaji Heads: Prof Z Nyandoro Mrs MOrrie ontract Staff Dr A Bayat Dr CSteyn O A Professor Professor Professor School of Lecturer ssociate Senior & Prof Prof Prof Prof R Mr G

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M A ssistant Ms B du Plessis du B Ms

Mrs NSeymour Ms FHendricks Ms A A Senior Lecturer Ms Ms VHaywood Ms F Ms Valentine Mrs P Tsolekile K Prof ANhema C M Okbandrias ProfRuiters G Prof ANhema Mr A Roman Government Mr EHamza DrMakiva M dministration dministration ProfP Bond I Thompson DrDavids G Ms S Dibela S Ms Ms B Maart B Ms ontract Staff leynhans R Mr T Khaile F A Professor Professor School of M M Lecturer esearcher ProfIle I Director air Share de Wet ssociate H G anager anager Prof ead: Mr RAM

Mr F Nackerdien DrSwanepoel C Mr V Matsebula Mrs NMhlongo A Senior Lecturer Mrs CChristian Mrs RBeukes ProfOcran M Dr Shefeeni J Mrs C Arnold Mrs CDilgee Ms M Moses M Ms Mr C Adams dministration Chairperson Economics Professor Prof D Yu Lecturer (nGAP) A dministrator: Dean M rs S van der Schyff

A Mrs SSolomon Dr J Aderibigbe Senior Lecturer Prof C Allen-Ile Mrs MNaidoo Prof Becker J D Hamman- B Mahembe F Abrahams dministration Chairperson Psychology Mr ROliver Ms R R Jano Ms Mahembe Prof M du A Professor Professor Industrial Lecturer Plessis ssociate Senior Prof B Fisher Prof Prof Ms

Prof A Prof O Jokonya Senior Lecturer Mr MMayedwa A Halindintwali Prof Chigada J J Breytenbach Mrs NDavids- Ms FPetersen Ms Mr MGarbutt ProfPather S ProfPather S Mr CJ Viljoen dministration Chairperson Information Dr Njenga J Mr GHearn Mrs J Voigt M A Professor Professor Mr A Naki Systems Lecturer D (nGAP) ssociate ichelle Berg Mrs EAN Dr

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sau ProfDinbabo M A Senior Lecturer Acting Director Acting (Secondment) Dr AKarriem dministration Ms P Kippie Ms Dr ABayat Prof May J A Professor Professor Dr Razak Kariem ssociate ISD Deputy Dean: M ngomezulu R Prof esearch

Ms K Ramantsima K Ms M Senior C Ms Ms Dieman J van Mr CHakizimana B F Miss BMalama ommunications ommunications Prof A du Toit Mr NGumede anager & Prof A du Toit A ProfIsaacs M Senior Mr DDelpaul inance B Mohamed

ProfHara M Ms B B TapelaMs Ms C Henry C Ms ProfHall R R dministrator DrF Mtero Professor Mr ESulle

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Prof A Planning

cademic M Political Studies Political Prof Pretorius J Senior Lecturer ProfF Anciano

A Mrs N Jansen N Mngomezulu O Mr J Hoskins Prof C Africa Prof C Africa Chairperson Mr A Rooks dministrator

A Professor Professor A cran Matshanda Lecturer Prof BR A ssociate ssistant

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cting Deputy & Teaching Ms E Bostander E Ms F A F Mrs H Thomas Mrs HGriffiths Senior Ms Ms ANdabeni aculty Ms M Delport M Ms Mr NBembe A Samodien A

dministration Mrs E Arries Ms M Engel M Ms A Ms Ms AFelix Rinquest Manager nciano Faculty Faculty O Mr W Mrs fficer F O aculty

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A Mrs KMobarak Prof VMcGhie C Prof VMcGhie A Mr NMatanga A Ms P Moodley Ms Mr Q Paulsen Ms H Naidoo H Ms S September C Ms M Davids M Ms Ms P Paleker Ms Mr E van der Mr RGeorge Mr RGeorge dministration C C Mr EMuriro ontract Staff EC dministrator dministrator & Learning Mrs RKriel Mrs RMay o-ordinator A A Literacies Specialist Professor (contract) oordinator oordinator Teaching Lecturer Lecturer Qesada D Sims cademic ssociate P Ross EC Ms A cting P

page 111 promotion of academic | Reflective Report 2020 Report | Reflective

Ad Personam orkload and promotion guidelines orkload and promotion and the special requirements for programmes and find out if the prerequisites, co-requisites and prohibited fit modules for the purpose. are These efforts are all aimed at cleaning up the Faculty Calendar. In the end, the Calendar will be intuitive and will This rid the streamline complexities. of assessment of student promotions, progression and graduation. The exercise students. of the registration will also assist in streamlining Academic Vice-Chancellor: Deputy summary worksheets, we will further fine-tune the framework. The information from the workload summary sheets human resources. of management the efficient for useful will be There was disquiet about the criteria absencethe for personal of a defined set of staff. The university has approved th e faculty’s differentiated promotion guidelines that willconsiderations in 2021 and beyond. guideThis is a great relief. personal promotion Programme coordination and reviewing the faculty calendar The faculty is considering the appointments coordinators. of programme The accreditationsupports theappointments. Thecoordinators will CHE’s provide oversight andtrack programme guidelines performance.will They on also support students with programme solutions to challenges. programme-related We are also simplifying academic rules faculty’s associated programmes.As partthe of exercise,we are withreviewing the the curriculum, promotion and We are advance also going registrationto review the rules. renewal of registration rules Programme reviews The Quality Assurance programme reviews. The Unit faculty will identify the programmes is that preparing need urgent review, guidelines for the consideration of for the Academic Senate Planning Committee. The programme reviews faculty of most, if has not all, its not programmes sincetheir had accreditation and will reviews. It is need thus imperative that supportwe review the programmes for overthe coming programmeyears. W The faculty-wide workload framework is being implemented thesecondrunning.year for collationAfter thedepartmental of DHET DHET and SAQA will approve the programmes this year. We can then run the new programmes in 2022. the of Many non- programme-related issues are being resolved. lecturers For on the ECP example,have been placed in the relevant cognate departments. In the coming year, the outstanding academicreview issues will be addressed. The new extended curriculum programmes have been approved been curriculumhaveprogrammesextended new The by the Senate Academic Planning Committee. If all goes well, eviews R cademic management programmes offered by other universities. other by offered programmes management review report. The programme re-curriculation has also drawn on a benchmarking exercise that considered finance and the university. The finance programmes exercise is are taking into account being the recommendations re-curriculated. of the The required for the disestablishment of the SBF and awaits considerationthe of the proposal by the governance structures of the recommendations that required urgent attention. We are preparingtheproposalestablishmenta for twodepartments of to replace the SBF. The faculty has undertaken all the steps also have outstanding issues. The SBF and SoG someprogressthehaveimplementation in therecommendations of made of their review reports. For instance, the SBF has addressed Psychology, Information Systems and Accounting been have not implemented. The School (SBF), of the Business Extended and Curriculum Finance Programme and ACCEDE Some of the recommendations of the review reports School for the of Government (SoG), Departments of Industrial There have been many academic and reviews many in of implemented.been have recent Panel these Review the times by recommendations reviews are still open — not all the A students’ Exam Reports were approved. Two more master’sand one PhD students’ Exam Reports were approved by SHD on 15April 2021. how many students graduated at honours, master’s and PhD levels will only become available later. At the Degrees2021,Marchmeeting18eight master’sPhD of fourSenate and Higher Since Since the year 2020 spilled over to 2021, and given the fact of statistics actual the place, taken yet not has Graduation that A significant number of postgraduate stillstudents managed in to the meet faculty the requirements for degrees. their respective students changed their methodologies with slightly their research, to substituting telephonic continue interviews for oral interviews or resorted to sending out questionnaires via email. research.could They nottravel their to identified research sites. Even those who were residing in those sites out research could since gatheringsnot were prohibited.carry However, some matters, matters, lockdown restrictions negatively affected a number of postgraduate students who wanted to conduct empirical This is one area which remained active despite the COVID-19 impact. International conference applications could not entertained be due to the travel bans. In terms of postgraduate colleagues tapped into these funds to pay for virtualconference for colleagues pay totappedthesefunds into attendance.As decided theby SR Committee, funds not used on specific line items were re-allocated to the page fees pool. articles, book chapters and books, and also attendedconferences.As a resulttravel of restrictions,virtual not allthe budget allocated to local conference attendance was used. Some page112 Online TeachingLearningand champions: a least device with WhatsApp veryfunctionality). the (at devices and data to access having tutors resourcesaccessand havingrequiredthe to home fromworkto operationalisation of our plan was dependent on academic staff ofyear.academic towardscompletiontheirstrides make The to students all enable would that teaching remote emergency of and teaching in these extraordinary times was within the context learning for strategy online the that acknowledged faculty The included to: that principles guiding by augmented was Plan Teaching and teaching: and learning Flexible 6.2.1 6.2 S with Working teaching. and learning online of challenges and successes the on reflect to year the during regularly met which group, this join to member staff one nominated department was the establishment of departmental online champions. Each some aspects of the small-group work and thus 2020 was not was 2020 thus and work small-group the of aspects some small-group classes to online only. To a large extent this face-to-facechanged from moved teaching mode block the lockdown, the of impact the Unfortunately,with class. in completed work most with assessments, all included weeks four of block Each module. single a complete to weeks fourover together worked were divided into small groups of approximately 30 students who one subject at a studying time every on four weeks. focused All first-year ModelBAdmin students Block BAdmin The learning. piloted small-group block teaching, a new mode of teaching and Small-group block teaching pilot for BAdmin: support onlinelearningand teaching: Reis,established followingKarenthe Dos principles to the team students. the interdisciplinary nature of programmes andmodules useful feedback andkeeping students motivated. students. I CHO nnovations inLearning and Teaching L AR S HI P One of keythe areas In 2020, the faculty comprehensive staff survey was conducted to a better understand to First, environment. interventionsonline the severalin students and develop staff support to 2021 early in used was learning needs: teaching student and and staff understanding and Supporting be shared with the university community. challenges will and strengthscomprehensive its a on reportand underway is model the of evaluation thorough A 2020. of end ideal an year pilotto newthis model. Thepilot wasat halted the of four small-group workshops on creating online-only modules, provision the wasintervention such One 2021. forinterventions useful and relevant design to base a as used was This learning. and teaching online to relation in needs and experiences their NQF level. Prior to the workshop, participants were asked to: appropriate the with complying of aim all the with levels cognitive across students assess to knowledge and skills the necessary with academics equip to was workshop each of purpose for September 23 The modules. and honours and undergraduate teaching August academics 26 and 19 12, on workshops Assessment: firm). Insurance (auditing Africa South BDO Randsure and Group TFG Planners, included Financial and Brokers involved partners External stakeholders. external by conducted were sessions three while Workshops: Co-Curricular (WIL) Learning Work-Integrated com/uwc.ac.za/uwcstudentlearning/home https://sites.google. and teaching-learning/home?authuser=0 are regularly updated: https://sites.google.com/uwc.ac.za/ems- information useful to learning and teaching online. The websites of repositories central with students and staff provide websites and maintained by Dr Peterson and her research assistant. These key intervention was the development of two websites, designed or okhp wt tidya ES tdns Te Teaching The students. EMS third-year with workshops four h ES aut hse assmn training assessment hosted Faculty EMS The udn fo te 00 CG grant UCDG 2020 the from Funding page 113 Three EMS staff | Reflective Report 2020 Report | Reflective

The EMS Faculty is working towards developing developing towards working is Faculty EMS The

teaching (on a rotational basis), if they choose. they if basis), a rotational (on teaching understand to must be equipped and students well-being blended learning. of and practice the reality encourage blended learning (a mix of face-to-face and face-to-face mix of blended learning (a encourage modules. in all undergraduate teaching) online teaching. groups. classes divided into large postgraduate students’ skills in regard to communication, communication, to skills in regard students’ postgraduate enhance and teaching and leadership management, project thinking and real- including critical attributes, graduate their knowledge. of application world with challenges to which can lead the EMS modules, of throughput. student success. student thus improve and Academic Vice-Chancellor: Deputy mapping for teaching mapping course design, for and innovative learning, as well as assessment. Two staff members, Mziwoxolo Mayedwa (Information Systems) and Renier Grosch (School of Business and Finance), successfully completed the 2020 ‘Towards the professionalisation of teaching and learning which course’, saw and learning portfolios. teaching detailed online them develop learning: Blended possible is it when 2021, for learning blended for principles of set a to teach both face-to-face and online. Drawing on guidelines from the DVC (Academic) office, input from departments and meetings with staff via EMS MANCO, EMS Academic Planning it was and decided that will the EMS faculty ‘online champions’, support blended and face-to-face online teaching and learning these principles: based on improving improving writing skills and appointing postgraduate assessment students as of TAs, the students. simultaneously faculty provide a pathway could By to an academic include: career benefits and Other throughput. and success student enhance well-being. staff of and improvement stress in staff reduction A Professionalisation and of Teaching Learning: members from the Departments of Information Systems and Economics attended the UWC online staff induction course in late The aim February. of this course is to orient new academic staff to effective educational practice at UWC. looking This at includes the UWC context, student learning needs, concept including including working with academics to focus on particular tasks for student success, such as overseeing tutorial programmes, In the latter part of 2020, the Deputy Deputy the 2020, of part latter the In The EMS Tutorial Programme employed survey was to gain insights into the knowledge and the knowledge into gain insights to was survey Taxonomy (access was given to Google Drive to download download to Google Drive to given was (access Taxonomy articles). Semester 1 (2020) or Semester 2 (2019). Semester or 1 (2020) Semester experience of academics in relation to setting summative setting summative to academics in relation of experience context. education the higher in assessments of this of of of 25 across the TAs seven teaching departments in the faculty and will The one coordinator. TAs TA perform a variety of roles, and online marking features. and online marking (TAs): Assistants Teaching flexible learning during the second term. Departments made use made Departments term. second the during learning flexible technologies to of facilitate of a variety online tutoring including iKamva platform tools such as the use of the discussion forum 217 tutors in 2020. In to response the conditions brought about by the COVID-19 pandemic, departments in the EMS Faculty continued the use of tutors to assist in the facilitation of online independent activity together with their question paper. their with together activity independent Tutorial programme: or or negative) of the presentation and activity. will Their feedback assist the faculty to to improve future assessments. workshops They related were also required to complete an After After the implementation of the workshop, requested academics to were provide feedback on their experiences (positive page114 ae. rcutet rv i as udra t fl te many the fill vacancies in the two departments. to underway also is drive recruitment A Panel. addressbyhighlightedto the weaknesses the ReviewAcademic restructuredbeing are 8 and NQF7 Theprogrammesfinanceat Finance. and Business of School the of place in Management, and Finance departments, new two establish will faculty The the review process report for the School of Business and Finance. Great implemented. however,were,strides recommendations regardingofthe made the fully that been extent not the to have open, recommendations still are faculty the in centres departments/schools/ of number a of reviews academic The Academic reviews C from 27 July to 12November. programme A repeat isplanned for 2021. writeshop and mentorship lecturing, online time one-weeka event it Beijing, in wasreconceived part- a as run to scholarship in the field in the Global South. Originally planned as strengthen to also was writeshop the of purpose The journals. academic international in publication first their for mentored 350 applicants to participate in the writeshop, in which they were approximately from selected were studies agrarian of field the in recentpostdocs and event. ofSixty-twoco-hostPhD the the ofthe editor the is of ofInternationalInstitute the StudiesSocial in Hague,the who from the Global South’ together with Prof ‘Jun’ Saturnino Borras Critical Agrarian Studies and Scholar-Activism for young scholars urriculum changes/ renewal Journal of Peasant Studies Peasantof Journal . The journal was journal The . whereafter it is anticipated that the reviews will start. will reviews the that anticipated is reviews, it whereafter programme for guidelines developing is Assurance Directorate Quality The programmes. older our of review the to Directorate the fast-trackarrangementto an processesinstitute wants the to hasten faculty the Assurance, Quality of Directorate the of domain the in years. fall reviews for programme Since reviewed been not have programmes Our faculty. their review processes will be closed in the coming year. coming the in closed be will processes review their that hope and of most issues the have addressed departments Systems the the However, reports. implemented process review the of fully recommendations Information not have Accounting, Psychology Industrial of and Departments The in 2022,if allgoes according to plan. run will programmes new the Committee, Planning Academic enterprise. academic Senate the by programmes faculty’s new the of approval the is Following the ECP in the that embedded ensure to properly and offerings their of oversight academic greater ensure to departments cognate to relevant the re-assigned been have programme the in academics The reduced. considerably been of have numberprogrammes the in the modules curricula, the of restructuring the of part as instance, For years. academic coming the in success student faculty the positivelyaffectwill that changes considerableundergoing are of (ECP) Programmes Curriculum Extended The address all the outstandingissues. to university of the Unit Planning Academic the with working is issues facultyThe others. among school, outstanding satisfactory the of structure the around however, are, reported There has recommendations. report’s process Government review its of implementation the on of progress School The Women in Tech. in Women called (NPO) organisation non-profit a and Sanlam Systems, of Information Department faculty’s the between collaboration a is and Systems Information of Department the in students female to mentorship provide to year, academic 2020 the in Sanlam from member Board the by initiated was Techproject The Women in meeting. the virtual attended stakeholders Most The Faculty Advisory Board met twice in the ofperiod reflection. Board Advisory Faculty any challenges so that we can fine-tune it,if necessary. attention our to bring to and fully framework the implement to units encourage to continue We faculty. the in units all across is uneven implementation utility, its about consensus a general Faculty Board and was in first implemented 2020. While there is bythe approved was framework model workload faculty’s The framework workload Faculty Reviews Programme page 115 (Special (Special (JEI) to promote AlterNation, AlterNation, 33 1—20. (1): 6 , | Reflective Report 2020 Report | Reflective

(2): 147—178. 17 , Cogent Social Sciences Cogent esearch Publications esearch African Renaissance African R Journal Journal of Entrepreneurial Innovations The study will be concluded at the end of May 2021. May end of the at will be concluded study The Several publications related to learning and teaching were also staff. published by revised Bloom’s Taxonomy ‘level of difficulty index’ with the pass the with index’ difficulty of ‘level Taxonomy Bloom’s revised first-year 19 of assessments supplementary and final the of rates modules. The preliminary empirical findings do not suggest a addition, In rate. pass and index the between relationship strong the study collected primary data from the first-year lecturers. It was found that they generally had a good knowledge of the papers. assessment up setting when it consulted and taxonomy Adeniyi, Adeniyi, D.A. (2020). & Stuck in Dinbabo, M.F. a rut: A of review the interplay between agriculture, poverty and food security in Nigeria. Bond, P. & Tshimomola, G. (2020). From recolonised to colonised de- South African economics. https://journals.ukzn.ac.za/index.php/soa Edition). Academic Vice-Chancellor: Deputy 6.2.3 6.2.3 faculty the Scholarly journal published by The SBF together with the EMS Faculty successfully launched the research in the area of entrepreneurship. As a developmental journal, which seeks to stimulate culture in and the faculty, the JEI promote specifically targets and a supports research novice researchers via its open policies. The journal access administration is intentionally designed and to free-to-publish editing, management, journal of world the to researchers expose reviewing and publishing. The journal is accessible at: http:// www.epubs.ac.za/index.php/JEI/ articles Journal food security & (2020). Efficiency, Adeniyi, & D.A. Dinbabo, M.F. from Evidence agriculture: irrigation small-scale in differentiation Nigeria. West 6.2.2 Scholarship of Teaching and Learning: Learning: and Teaching of Scholarship 6.2.2 activities research and projects University of Technology, Free University State, of Technology, Bloemfontein Campus on the conference theme of The 2020. December 30 November—3 was It was enabling ‘Creating pleasing to learning all’. spaces for note that eight academics and the from EMS one Faculty 2020 EMS PhD graduate presented a total of eight papers related to below). and learning (listed teaching co-authored co-authored the research study ‘Exploring the first-year alignment summative assessments of with Bloom’s Taxonomy: a longitudinal study’, funded by DVC (Academic) Prof Vivienne modules in 2019. The modules of the extended curriculum Intervention for at-risk first-year students first-year at-risk for Intervention The faculty launched its intervention for identified first-year as students being at risk of not completing high-priority Special faculty projects faculty Special curriculum, will provide graduates with an improved basket of digital competencies to the with enter workplace or launch their businesses as digital entrepreneurs. own a revolution, commonly referred to a referred commonly as revolution, the 4IR Industrial (Fourth Systems Information BCom the of development The Revolution). degree, a new degree based on the International IS 2020 society and the heightened centralisation of organisational work work the and organisational society of heightened centralisation the is midst world in of The digitised systems. around processes Technology Technology and associated fields. This fuelled, in part, by the demand increasingly pervasive inter-network, the has been rapid increase in the generation of data across all sectors of mindsets and entrepreneurial actions. Our effort a to develop BCom Information an Systems increased degree demand was for skilled catalysed graduates by in Information provide provide a platform to assist UWC students and communities with surrounding entrepreneurial skills and tools. The BCom in Entrepreneurship is, hence, a tool to support entrepreneurial importance importance of entrepreneurship as a vehicle for job and poverty alleviation. creation It is fitting for the university to actively Entrepreneurship. Developing a qualification in entrepreneurship entrepreneurship in qualification a Developing Entrepreneurship. is critical for both local and national economic development. At a national level, the government has affirmed the strategic At At its first meeting of the 2021 academic was year, initiated a on the discussion introduction of two BCom programmes, one that specialises in Information Systems and the other in programme support provided was deemed sufficient, the faculty faculty the sufficient, deemed was provided support programme is mindful that intervention and reflection needs to year. the 2021 academic be for earlier done The The students who participated in the programme and liaised continually were successful in their attempt. Overall, while the level. level. Nonetheless, the project gained momentum (in an online context) in the second semester with the Arendse. Ronald Mr coordinator, project appointment of a learning environments, being infected or affected by COVID-19, and remote learning being a major adjustment at the first-year project was affected somewhat by the strict pandemic lockdown lockdown pandemic strict the by somewhat affected was project introduced towards the end of March 2020. Students concerns raised about lack of data and connectivity, unconducive contact contact with the Centre for Student Support Services (CSSS), residential services, student administration and and Information Communication Services (ICS). The momentum of the lecturers and tutors were required to facilitate a holistic approach approach holistic a facilitate to required were tutors and lecturers to the catch-up programme to support students. This included page116 (Paper) 2222—1905 ISSN(Online) 2222—2839. Management and Business of Journal European post-COVID-19. entrepreneurship on environment institutional Davids-Van Wyk, I., Davids, G. & Roman, N. (2020). The Impact of reproduction. South African experience in global and historical historical and global in perspective. experience African South reproduction. Learning (CriSTaL) 8 academics. emergent as writing Sympoiesis (2020). B. “becoming with and Verster,through each other”: Exploring collaborative & C. Berg, den Van K., Collet, countries. African Development Review sub-Saharan in outcomes and health expenditure care Health (2020). M. Ocran, & J. Chireshe, Economics &Finance and development countries.Africasub-Saharan in expenditurecare health Financial (2020). M. Ocran, & J. Chireshe, Developing Areas countries. African and Sub-Saharan in development outcomes health Financial (2020). M. Ocran, & J. Chireshe, outmoded 36 Transcending inequality: politics. museum and exhibition African Southern of Chipangura, N., Bond, P. & Sack, S. (2020). Critical representations org/10.4102/sajim.v23i1.1277 Management Information of Journal review. literature systematic threats A COVID-19: and during Cyber-attacks (2021). R. Madzinga, & J. Chigada, security Information Management, augment transactions. card to bank for protocols authentication biometrics of feasibility deploying the of analysis qualitative A (2020). J. Chigada, Entrepreneurship, 24 entrepreneurship? local of state the (2020). R. Shambare, & Entrepreneurial typologies in African countries: Do they represent A. Kadyamatimba, W., Chakuzira, South Africa. in facilities healthcare public at management case hypertension assess patientsto (2020).ofsimulatedUse D.M.,al. et Smith, A. Hompashe, K., Haal, U.G., Gerdtham, C., Christian, R., Burger, 45 African good: is investment. direct foreign and “foreigners” continent the of state The (2020). P. Bond, Studies, 38 sanitation Durban. neoliberal post-apartheid and in water Tokenistic (2020). P. Bond, l’économie fossile. (1): 767—787. (2): 59—87. (1): 275—293. Inkanyiso, Journal of Humanities & Social Sciences, 11 Journal of Hypertension , EcoRev, 2020/1 54 (SI): 168—184. (1): 1—13. , (3): 145—159. , 32 8 (1): 1—22. (3): 349—361.

22 ora o Cneprr African Contemporary of Journal (1): a1194. Critical Studies in Teachingin Studies Critical and Development Southern Africa, Southern Development (48): 46—60. , , ot fia ora of Journal African South 38 nentoa Junl of Journal International 23 (2): 362—367. 1: 17. https://doi. a1277. (1): Africa Development Africa South African South , 12 ora of Journal 3) ISSN (33). Cogent African (1). , 6 Africa. South in developed provinces two in outcomes market labour the on migration Development and Society Culture, of Journal literature. of review A Metros: African South in Possible communities’ (2020). black G.J. of belonging of sense the on Davids, injustice spatial of effects & N.V. Roman, F.T., Khaile, 8 Research, Administration and accountability.financial promoting in F.T.Khaile, & Davids, G.J. (2020). The role of council committees of type the Development does Africa: South matter? dwelling in insecurity food and urbanisation between nexus The (2020). J. May, & C. Jonah, in standards Nigeria living between 2010 and of2013. Status (2020). A. Bayat, & A. Jaiyeola, 185—202. Survey. Household General Nigeria Retailing, marketing, of importance content of The perception consumer on (2020). word-of-mouth electronic J. Chigada, & B. Hirschfelder, system preprints202006.0332.v1 livestock on communities. rural in sustainability transformation infrastructure digital A. of& Jaiyeola, Bayat, in A. income (2020). trends Assessment 9 Development, and 6). centered aspiration AU to people reference between nexus (with systems specific knowledge the and indigenous development of 2063: exploration Agenda Union An African Repositioning (2020). I.U. Ile, Review Mobility Study. Dynamics Income National the from Evidence Africa: South in non-migrants health and mental migrants in among Differences (2020). A. Bayat, & H. Govera, Southern Africa, employment and working poverty in South Africa. Africa. in development conventions and treaties frameworks, policy migration of Monitoring (2020). A.S. Badewa, M.F. & Dinbabo, 9 evidence-based research continental-level and a agenda for in Africa. call COVID-19 A (EBP): (2020). policymaking M.F. Dinbabo, (2): 25—57. (1): 227—243. Journal of African Union Studies Union of African Journal

11 International Journal of Electronic Marketing and and Marketing Electronic of Journal International (2):184—198. , 12 ,

African African Journal of Governance & Development (1): 1—13. 37 6 International Journal of Urban Sustainable Sustainable Urban of Journal International (3): 74—93. (3): (3): 363—381. (2): 493—509. fia Hmn oiiy Review Mobility Human African African Journal of Governance Governance of Journal African Journal of Poverty (10): 66—75. Journal of Poverty of Journal Preprints Journal of Public Policy Policy Public of Journal , 9 (1): 23—49. , doi:10.20944/ . African Human Human African 62 Development Development (1): 55—64. , 24 (1): 45—71. , 24 (3): (3): , , page 117 (8556): (8556): 12 , Information Information (1): 67—83. (1): 20 , African Security Security African Online Online publication Sustainability African African Human Mobility . (1): 131—150. (1): (SpecialEdition). https://doi. (2). https://doi.org/10.1002/ 169 73 Journal Journal of Asian and African , , (2). | Reflective Report 2020 Report | Reflective

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12 , International Relations International AlterNation, 32 AlterNation, Electronic Journal of Information Systems in Systems Information of Journal Electronic Water Research Water Southern African Journal of Entrepreneurship and Entrepreneurship of Journal African Southern . https://doi.org/10.1177/0266666920924696 (4): 330—345. . Economia Internazionale 27 29 Journal of Asian and African Studies.

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37 , 37 (2): 276—294. . ISBN: 978-0- ISBN: . Development (6): 971—996. (6): Proceedings . ISBN: 978- ISBN: Cham, . nrpeerhp aktn rsac. n wnw, . & S. and Practice of SMEMarketing, 2ndedition Nwankwo, (Eds.). In A. Gbadamosi, research. marketing entrepreneurship Revisiting (2020). W. Chakuzira, & J. Shambare, R., Shambare, Rodny- & M. Swart, In resistance. social of and super-exploitationconditions under finance corporate and finance’ ‘development Microfinance, Marikana: in mining and Money (2020). P. Bond, consequences. (Eds.). and consequences Routledge: 17—35. Europe Relationship: A multi-stakeholder perspective. (Ed.). R. Marchetti, In solidarity. collaboration, society civil by balanced elite African European-South (2020). P. Bond, Hilferding: Money, banking and crisis tendencies. In Dellheim, J. (Ed.). Capital Finance Hilferding’s in Contradictions (2020). P. Bond, Palgrave Macmillan: 189—218. BRICS the and Assistance Development International OI-9 I Enr A, ohete, . Kmi, . Obeng- & Odoom, F. (Eds.). S. of Kumnig, S., context Hochleitner, A., the Exner, In in COVID-19. potentials eco-socialist and cooperatives commoning, African South (2020). M. Okbandrias, & P. Bond, Studies Motta, & (Eds.). S.C. J. Goodman, B., Gills, S.A., Hosseini, In below. from commoning above, from BRICS (2020). A. Garica, & P. Bond, Nova Science Publishers. Childhood Early (Ed.). of study case Development(ECD) policy South Philippi, in Africa.Roman,In N. A of policy: effects inappropriate immiserating The an (2020). S. Madyibi, & A. Bayat, South African General Elections:Quo Vadis? (Eds.). N. Bohler-Muller, & J. Steyn-Kotze, Africa, C. (2020). Do election campaigns matter in South Africa? In Book chapters Bond, P. (2020). BRICS banking and the demise of alternatives to Solutions Grassroots and Resistance Renewal: Community and Justice (with Mithika Mwenda). In Tokar, B. & Gilbertson, T. (Eds.). Bond, P. (2020). African climate justice articulations and activism in the Era of MultipleCrises. Children in Africa: Opportunities and Challenges aiaa neovd Te asce claiiy and culpability massacre, The Unresolved: Marikana

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Bank Bond, (2020).World field-of-trade-and-18961 Putting-an-end-to-the-EU-s-neo-colonial-policies-in-the- Debt. Illegitimate of below. from reaction social above, from pressures Economic investment: and trade of field the in Bond, P. (2020). Putting an end to the EU’s neo-colonial policies expanded-the-south-african-independent-lefts-horizons/ https://www.counterpunch.org/2020/09/02/wallerstein- African horizons, South the left’s expanded independent Wallerstein (2020). P. Bond, world-banks-rating-obsession-will-negate-debt-justice/ https://www.brettonwoodsproject.org/2020/08/ August. 12 Brown), negate Dominic (with will justice obsession debt rating Bank’s World (2020). P. Bond, follow-the-law-of-the-jungle-or-the-doctrine-of-odious-debt/ www.counterpunch.org/2020/05/01/should-south-africa- … or the Doctrine of Odious Debt? Bond, P. (2020). Should South Africa follow the law of the jungle and-out-in-ultra-unequal-south-africa/ counterpunch.org/2020/04/03/covid-19-attacks-the-down- Africa. South unequal ultra- in down-and-out the attacks COVID-19P.(2020). Bond, from’. people poor Conversation shield to controls price food better needs Africa ‘South (2020). T. Vilakazi, & R. Joala, I., Bassier, millions of messages’. (2020).B.‘WhatsAppnew grants?with the byGovChat flooded Papane, & M. Majola, M., Dube, S., Cooper-Knock,F., Anciano, South Africa’. Anciano, F., Cooper-Knock, S., Dube, M., Majola, M. & Papane, B. Town’. Papane, & M. Majola, M., Dube, S., Cooper-Knock,F., Anciano, for Policing Research Anciano, F., Cooper-Knock, S., Dube, M., Majola, M. & Papane, B. rumours inCape Town’. COVID-19ofeconomy political TheInformation: ‘Inside (2020). Anciano, F., Cooper-Knock, S., Dube, M., Majola, M. & Papane, B. city of many stories’. B.(2020). ‘Everyday lockdownin showssupport Cape Towna is Papane, & M. Majola, M., Dube, S., Cooper-Knock,F., Anciano, Daily Maverick 0 eebr https://www.brettonwoodsproject. December. 10 . 31 July 2020. Open Democracy LSE blogs . 8May. . 13May. Daily Maverick 2 etme. https://www.cadtm.org/ September. 22 Corona Times CounterPunch, . 28 April. . 24 April. CounterPunch. CounterPunch. Committee for the Abolition the for Committee . 27May. rto Wos Observer Woods Bretton . 24 April. Arl https://www. April. 3 ScottishInstitute rto Woods Bretton 1 May. https:// September. 2 The , Du Toit,Du Size One(2020).‘COVID-19 Ok, A. Africa:in Responses 26 April 2020. Du Toit, A. (2020). ‘Armes Benodig Kontant in die Hand’. February 2020. Workers’. Informal Harms Avoidance Du Toit,(2020). ‘South A. Africa’sHow Shops: RegulatorySpaza Blog Challenge’. “Populist” the ‘Beyond (2020). A. Toit, Du July 2020. together’. closer communities and farmers (2020). ‘Consumer cooperatives: solve the food crisis by bringing of technology.’ Esau, M.V. & Pather, S. (2020). ‘Balancing the perils and promises a withstand can rapidly transforming environment.’ that workforce a for need Increasing world: Esau, M.V. & Davids, G. (2020). ‘Preparing students for a changing Us’. Du Toit, A. & Mitlin, D. (2020). ‘COVID-19: The State Cannot Save Du Toit, A. (2020). ‘Ending the Polarisation around South Africa’s 2020. What?’ Now All. Fit Doesn’t beneficiaries’. jobs in agriculture in South Africa’, create can redistribution land shows ‘Study (2020). B. Cousins, 5 June, 2020. jobs in agriculture in South Africa’, create can redistribution land shows Study (2020). B. Cousins, jobs inagriculture inSouth Africa’, create can redistribution land shows ‘Study (2020). B. Cousins, jobs in create agriculture in South can Africa’, redistribution land shows ‘Study (2020). B. Cousins, Why we shouldbe coronavirus:very, very afraid’.the of time the in ‘Food M., (2020). al. Hara, et N., M., Isaacs, Gumede, K., Ramantsima, A., Toit, Du R., Hall, plan?’ your is what President, Mr Africa: Hakizimana, C. (2020). ‘The effects of COVID-19 on youth in South beneficiaries’. Maverick April 2020. fixed’. are grants social and feeding school African Arguments . 6February 2020. . 23 April 2020. Africa Is aCountry Daily Maverick PLAAS Blog News24 . 9 June 2020. . 28November. . 10 June 2020. . 16 June 2020. African Arguments African . 19May 2020. The Conversation The Mail & Guardian AgriNews Net Farming Portal Market Watch Cape Argus PLAAS Alice News h Conversation The blog.1 April 2020. al Maverick Daily al Maverick Daily . 29 July. (blog). 28 April 28 (blog). . 4 June, 2020. , 6 June 2020 . 8 June 2020. . 3 June 2020. Rapport PLAAS Daily 24 . 19 . 21 . . . page 121 The . 14 April PLAAS PLAAS Blog . 30 December 2019. . 30 December . 17 April 2020. . 17 | Reflective Report 2020 Report | Reflective

Newsday . 10 September 2020. . 10 September PLAAS Blog PLAAS . 23 November 2019. . 23 November . 19 September 2019. . 19 September . 2 August 2020. August . 2 Nehanda Radio Bulawayo News 24 Ensuring the right to food for the poor’. 2020. MDC’. MDC’. four immediate impacts of Mozambican farmers’. COVID-19 regulations on the Newsday Standard ANC’. Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy 6.2.4 Seminars, conferences and international visitors/ fellows hosted Conference Presentations African Cities Studies Conference (SACSC), Online. 31 August—4 Online.31 (SACSC),ConferenceStudiesCitiesAfrican 2020. September ShallWomenon Farms, Be Shared AmongThoseIt’. Who Work Gordons 21—23Bay. September 2020. Daniels, N. & Jokonya, O. (2020).transformation in ‘Factors the retail affecting supply chain’. digital 2020 International Conference on Multidisciplinary Research Mauritius as virtuala (MyRes) event. 14—15 December 2020. held in 16 July 2020. July 16 Cousins, B. (2020). ‘What South Africa needs is real agrarian reproduction. South African experience in global and historical 2019. 28 October Town. Cape Public lecture, perspective’. Cousins, B. (2019). ‘Successful land and reform smallholder in subtropical fruit South producers’. Invited Africa plenary address, Annual Marketing Seminar, Subtropical Fruit Growers Association,White 62019. November River. Cousins, B. (2020). ‘Employment-intensive land redistribution in PresentationSouthAfrica’. at CBPEPwebinar. June4 2020. Cousins, B. (2020). ‘Employment-intensive land redistribution SocietyRelationsPresentation inSouthAfrica’. atGlobal South 2021. 28 September Cairo. University, American Dialogue, . . 14 PLAAS PLAAS PLAAS . 10 February , 20 February, Daily Maverick . 5 March 2020. . 5 March The The Conversation Mail Mail & Guardian. Telesur . Available at https:// . 27 May 2020. . 27 May El Salto Mail Mail & Guardian . 3 December 2019. . 3 December Daily Maverick Toda Peace Toda Institute . April 2020. April . . 10 August 2020. August . 10 PLAAS Blog PLAAS . 11 September 2020. . 11 September . 19 May 2020. . 19 May . 10 August 2020. August . 10 sas-special-economic-zones/ February. https://mg.co.za/article/2020-02-14-the-fable-of- https://mg.co.za/analysis/2020-02-20-cyrils-industrial- reboot-will-not-drive-economy-to-success/ not not drive economy to success, Ramantsima, K. (2020). COVID-19 in ‘Dancing the peri-urban on low-income Blog economy’. the same spot? Ramantsima, Ramantsima, K. (2020). ‘Dancing on the spot: in COVID-19 the economy’. low-income Monjane, Monjane, B. (2020). ‘Is nationalisation and state ownership of land a solution? The Mozambique experience’. 2020. 11 May toda.org/global-outlook/the-power-of-a-ban-outlawing- nuclear-weapons-practices.html Pretorius, Pretorius, J. (2020). The Power of a Ban: Weapons Outlawing Practices. Nuclear Available Available at https://theconversation.com/lessons-from-two- pan-african-giants-on-how-to-achieve-genuine-nuclear- disarmament-144009 to to achieve genuine nuclear disarmament. Newsday Mtero, F. (2020). Mtero, ‘Draft F. National Policy on Beneficiary Selection and losers’. and losers’. Welthungerhilfe PLAAS Blog PLAAS unlock ‘Will land expropriation reform?’ (2020). F. Mtero, Blog 2020. Monjane, Monjane, B. (2020). ‘Venezuela: Blockade Farmers by Increasing Food Production’, Resist Economic al bloqueo económico en Venezuela’. Venezuela’. en al bloqueo económico Isaacs, M. (2020). ‘COVID-19: The impact on small-scaleApril 2020. Hara, Hara, M., Ncube, B. & Sibanda, D. and (2020). ‘Water sanitation townships and informal in in the face Cape Town’s of COVID-19 April 2020. 8 settlements’. page122 the Graca Machel Foundation. 29 July 2020. engage on solutions for food security. Southern Africa Trust, with hunger crisis’. Society the Talks:in systems African civil food society about and development think can we ‘How (2020). R. Hall, Metcalfe). 8 April 2020. the in security food and agriculture ‘Rethinking (2020). R. Hall, OI-9 Suhr Arcn oe i Dvlpet (with Development in Women African beyond Southern strategies COVID-19. indigent and assessment vulnerability on Keynote study Food’.transdisciplinary SAWID of a establishing Towardsspeaker. Crisis the and ‘COVID-19 (2020). R. Hall, International Conference, Web Association for the Study of the Commons. 13 July 2020. Commons African session. (2020). R. Hall, African Commons. July 2020. (MIASA), (MIASA), Accra (Ghana) and Freiburg (Germany). 26—27 May 2020. conference. Africa address: Keynote Africa’. Hall, R. (2020). ‘Ten drivers of rural in transformation contemporary Crisis’. Food the and lockdown ‘COVID-19 (2020). R. Hall, is commercialisation agricultural ‘How (2020). C. Hakizimana, November 2020. the Society Technologiesand Communication Organisations and Informationin affecting universities’. ‘Factors at technology (2020). financial of O. adoption Jokonya, & A. Gierdien, a as virtual event. 14—15 December 2020. Mauritius in held (MyRes) Research Multidisciplinary on raw of Conference traceabilityInternational 2020 industry’. retail the for in materials technologies emergent the influencing of ‘Factors adoption (2020). O. Jokonya, & K.M. Gertze, data conference of onappliedcomputing. ISBN:978-989-8704-24-5. role the ‘Exploring (2020). analytics in enhancing the student experience’. M. 17th International Jantjies, & I. Faker, Virtual Seminar onSmall Farmer Support. 21May 2020. crisis’. COVID-19 the during security ‘Food (2020). A. Toit, Du State. 30November—3 December. implementation the during disciplines different from lecturers ‘Africa, COVID-19 and the Commons’. 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CRAM) launch.15 July 2020. Income Dynamics Survey Coronavirus Rapid Assessment (NIDS- National the at Discussant Crisis’.Hunger ‘The (2020). R. Hall, and Critical Agrarian Studies. ofJournalScholar-ActivismPeasant Studies in Writeshop 2020 Activism andCritical Agrarian Studies. Scholar- in 2020 Writeshop Studies Peasant of Journal the at survey. 30September 2020. and inequality’. Discussant. Release of NIDS-CRAM second wave Hall, R. (2020). ‘NIDS-CRAM data on hunger and spatial poverty Eastern Cape’. 19February 2020. Keiskammahoek, Activism, of School Tshisimaniand kaNdoda 6399275-6-5 ISBNPrint: 978-0-6399275-5-8. Boksburg, Gauteng. 12—13 March 2020. ISBN Electronic: 978-0- universities’.Symposium, Postgraduate and at Colloquium 2020 Skills classrooms Digital smart factors of ‘Investigating adoption (2020). the affecting O. Jokonya, & D.W. Hollong, Water Shortages’ conference at UWC. 27—28 January 2020. in (South) African cities. Presented at the ‘Cities Facing Escalating Hara, M., Ncube, B. & Sibanda, D. (2020). Social scarcity of water development’ workshop. 23 June 2020. economic and security food to contribution its COVID-19, post fisheries small-scale inland of role the ‘Re-imagining organised socio- contributing communities’.rural forto benefits economic PresentedWRC the at fisheries inland O. of Weyl, ‘Potential & (2020). J.R. Sara, J., Britz, P., Muchapondwa, M.E., Hara, https://eo4society.esa.int/wp-content/uploads/2020/07/ of third-year students’ competencies through online learning at learning online throughcompetencies third-yearofstudents’ Hamman-Fisher, D. & McGhie, V. ‘Strengthening the the development Web of Study Commons 13 the 2020. July Commons. for African Association and Africa’. International security Conference, Southern tenure in land women’s livelihoods and land customary aa M (00. aels o te Daous n humanité’ en ‘Dialogues the on Panellist (2020). M. Hara, Brussels’. 6—7 February 2020. of the Atlantic Ocean’ at the ‘All-Atlantic Ocean Research Forum, Hara,M.(2020).‘Unveiling Panellistsession in the resources the African Commons Conference. 13—27 July 2020. IASCAfrica’. South the in at Presentedfisheries scale-scale and pelagic small in adaptation change ‘Climate (2020). M. Hara, State. 30November—3 December. page 123 . . | Reflective Report 2020 Report | Reflective

(2021). ‘Key determinants for the acceptance and use and acceptance the for determinants ‘Key (2021).

Conference. CUT, Free State. 30 November—3 December. 30 November—3 State. Free CUT, Conference. Petersen, F. (2020). ‘Students’ mobile learning management The system’. attitude 2020 International towards using Conference on Information a Communications Technology and (ICTAS). Society International International Conference on ENTERprise Information Systems (CENTRIS 2020) and Project Management 2020. October 21—23 Portugal. (ProjMan Algarve, Vilamoura, 2020), Modisane, P. & Jokonya, O. (2020). Benefits of cloud computing cloud computing Benefits of (2020). O. Jokonya, & P. Modisane, in small, medium and micro-sized enterprises (SMMES). Applying Vygotsky’s sociocultural theory’. Higher Education virtual conference. 13 August 2020. August 13 virtual conference. the of adoption affecting ‘Factors (2020). O. Jokonya, & J.C. Nel, smart energy at 22nd universities’. International Conference on Applications & Services Web-based Integration and Information December November—2 30 Thailand. Mai, Chiang 2020), (IIWAS ISBN 978-1-4503-8924-2. 2020. Newman, S.G. & Jokonya, O. influencing (2020). the ‘Investigating adoption factors of Digital smart Skills 2020 Colloquium libraries and Postgraduate Symposium, at universities’. 978-0- Electronic: ISBN 2020. March 12—13 Gauteng. Boksburg, 978-0-6399275-5-8. ISBN Print: 6399275-6-5 Nunan, & F. Hara, M. (2020). ‘Developing sustainable solutions Presented Africa’. sub-Saharan in governance resource natural for 2020. July 13—27 conference. Commons African the IASC at Petersen, F. (2021). Conference PHASA ‘Analysing Town’. Cape of City management: the level of diabetes self- F. Petersen, of mobile health applications: Diabetic patients in the Western Conference PHASA Africa’. Cape, South classes online: large for learning ‘Scaffolding (2020). F. Petersen, adoption adoption of digital supply Conference chain on ENTERprise to Information improve Systems 2020) fleet and (CENTRIS Project safety. Management (ProjMan 2020), Vilamoura, 2020. October 21—23 Portugal. Algarve, Monjane, B. (2020). Speaker 2020. at July 16 solidarity’. for organising ‘Community Degrowth Summer School, Mtero, F. (2020). land tenure and security women’s livelihoods implications in for ‘Privatisation of Design and Online Research Regional Planning customary Africa’. Southern land and Celebrating Woman Emancipation Through Green Economy 3 December 2019. 3 December Muchapondwa, E. & Hara, M. (2020). ‘Mining salt from Baleni Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy North West Province. Third MENA Association for Information Systems (MENACIS 2020. December 2020) Casablanca, Morocco. 3—4 Modisane, & P. Jokonya, O. (2020). An investigation of factors affectingcloud computing adoption local of government thein with the socio-economic impact of the COVID-19 pandemic’. in exhibitions new of launch and conference virtual to Presented Mandela. Nelson of honour CUT, Free State. 30 November—3 December. 30 November—3 State. Free CUT, Mngomezulu, B. (2020). ‘Invoking Mandela’s values in dealing assisted assisted and empowered to successfully participate in online lockdown lockdown on students’ lived realities: How could students be held in Mauritius as a virtual event. 14—15 December 2020. December 14—15 virtual event. as a held in Mauritius customer customer transformation experience in the retail 2020 industry. International Conference on Multidisciplinary Research (MyRes) Information Information Technology and Engineering Conference (IMITEC 2020. 25 November Africa. South University, Sol Plaatje at 2020), Mamhiyo, G. & Jokonya O. (2020). Factors influencing digital personal personal mobile devices in higher education The environment: case of IEEE Sol International Plaatje Multidisciplinary University’. Conference Conference (IMITEC) 2020, Sol Plaatje University, South Africa. 2020. 25 November Makhoere, C.T.E. & Jokonya, O. (2020). ‘Assessing the impact of adoption adoption of smart buildings at universities’. IEEE International Multidisciplinary Information Technology and Engineering 2020. (ProjMan 2020), Vilamoura, Algarve, Portugal. 21—23 October 2020. review of food waste management using digital supply chain management’. International ManagementProject and 2020) (CENTRIS SystemsInformation Conference on ENTERprise Roundtable Series: Second dialogue. 22 August 2020. August dialogue. 22 Series: Second Roundtable Joubert, R. & Jokonya, O. (2020). ‘A systematic literature Joala, Joala, R. (2020). ‘C19 and the Policy implications (MSP) Platform Multi-Stakeholder for National South systems’. food Africa’s supply chain.’ Information supply and chain.’ in Communication Technologies Organisations and Society Smart Technologies for an inclusive Ismail, R. & Jokonya, O. (2020). ‘Factors affecting the adoption of of adoption the affecting ‘Factors (2020). O. Jokonya, & R. Ismail, technologies to emergent address last-mile in the delivery retail Isaacs, Isaacs, M. (2020). ‘The link the between WTO fisheries’ and subsidies small-scale at fisheries’. 2020. July 15—16 Presented Foundation. at the PEW Isaacs, Isaacs, M. (2020). ‘Convivial Conservation’. Panel presentation with Bram Buscher and Mafa Hara. Dialogues en humanité. 3 https://dialoguesenhumanite.org 2020. July page124 peer review: Applying self-determination theory’. Higher Higher theory’. self-determination Applying review: peer anonymous an in engagement ‘Students’ F.(2020). Petersen, Higher learning’. project-based into pandemic COVID-19 the F. Petersen, December. (2020). F. Petersen, December. December. Education Higher application’. Messenger Moya #datafree Political Work-Integrated in Programme Master’s International farms’.Presentation redistributive land on for farmworkers and security tenure trends, ‘Employment (2020). K. Ramantsima, 15—17 Gauteng. 2020. January Johannesburg, Planning, Strategic Democracy National Rural for Alliance presentation’. Africa redistribution South land in in capture ‘Elite (2020). K. Ramantsima, 31 2020. September August—4 Online. (SACSC), Conference Studies Cities African South the GlobalSouthandNorth. 23—27 Connecting November. Edition, 2020 Digital: Goes SASUF level. PhD to on Conference International 2020 Information Communications Technology andSociety (ICTAS). The areas’. economic socio- diabetes low in for model UTAUT ICT the Applying self-management: of acceptance patients’ on demographics and security when using technology to track people in times times in people track to technology privacy using of when security challenge and ‘The (2020). O. Jokonya, & H.J. Smidt, 2020. December 14—15 event. a virtual as Mauritius in held the (MyRes) Research affecting on Multidisciplinary Conference International 2020 universities’. ‘Factors at management (2020). waste smart O. of adoption Jokonya, & B. Silwana, 2020. October 21—23 Portugal. Algarve, Vilamoura, 2020), (HCist Technologies and review’.Systems literature systematic A Conference on Health and Care Social International Information health: smart the of affecting ‘Factors adoption (2020). O. Jokonya & K.A. Ramoolla, 22 September 2020.

(2020). ‘Teaching during turbulent times: Including Including times: turbulent ‘Teaching during (2020). ‘ Unified Theory of Acceptance and Use Use and Acceptance of Theory Unified November2019. 14 Africa. South Pretoria, multi-stakeholder dialogue.28 July 2020. Technology (NUST), Windhoek, Namibia. 3 September 2019. September 3 Namibia. Windhoek, (NUST), Technology n tm o cas cmlxt ad otsain. Higher contestation’. and complexity chaos, of time supervisor: a slow in ‘The B. Verster, & flourishing scholarly K. postgraduate for possibilities Reimagining Collett, C., Berg, den Van 2020), Vilamoura, Algarve, Portugal. 21—23 October 2020. (HCist Technologies and Systems Information Care Social and Health on Conference International Pandemic COVID-19’. of 1 November 2019. Town, Cape Transformation, by Africa, for Conflict South Action sector’. made at Presentation a civil society organised workshop n uiesrltd ujcs n ulc ih col’ Higher schools’. high public in enrolled readiness subjects business-related learners in Training university and Education African Further for South online model a the ‘Towards of K. Reis, implementation Dos & V. McGhie, A., Venter, virtual (SAICSIT) 2020. September 14—16 Technologists conference. Information Computer for and Institute Scientists African South learning A 2020 communities: intervention’. in agency recognise to innovation Van C. den Berg, & digital Verster,social, B. ‘Co-creating (2020). December. 26—28 September 2019. South Africa. for Transformation, Action Conflict Johannesburg, by organised workshop society civil a at Presentationsector’. Africa. South Pretoria, the at Presentation youth’. of Southern Unions (SACAU),African Confederation Agricultural and women including farmers small-scale for livelihoods sustainable and rights land secure December. page 125 | Reflective Report 2020 Report | Reflective

wards and significant achievements A national national consortium that won R2,5 million in NRF funding for 2021—2023a projectfor entitled The‘Off-grid proposed cities’. project focuses on how urban elites are seceding from state- Community Networks project, at RecognitionAwards the ceremony. 2020 Research and Prof Marieta du Plessis and Prof Mmaki Jantjies are the latest researchers. EMS NRF-rated Roelf by expertanpanel (chaired part of was Africa Cherrel Prof was panel The electoralsystem.Africa’s Southexamining Meyer) convened following a Constitutional Court judgement whichdeclared the Electoral Act unconstitutional insofar as it limits the rights of individuals to stand for public office at and nationalprovincial elections. The court’s order was suspended for the legislation. amend to Parliament allow to years two Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy The Department Accounting of secured R1,3 million in funding from BankSeta for student bursaries and academicand support R440,000 for lecturer development academic staff. supportThe SAICA contributed R1 million for academic for black support for final-year BCom Accounting students to increase student throughput. In addition, KPMG approved a proposal for funding of R300,000 to the staff department support, for CA2025 academic academic conference fees guidanceto increase research inthe framework department. and Mr Charles Adams and Ms Rochelle Beukes Department (both from of the Economics) won Emerging the Teacher award 2020 and EMS EMS Excellent Excellent Teacher respectively, atthe 2020 award,Academic Achievers Awards. Prof Marieta du Plessis won the UWC Mid-Career Researcher award. Prof Shaun Pather (along with Prof Bill Tucker) won the Best Grants 6.2.5 Presentationinpublic webinarSouthernhosted by

Intergovernmental Authority on 2020. September Development (IGAD). 15 2020 conference under the theme ‘Delivering on the African Union (AU) Agenda 2063 by promoting people-centred land governance in Africa’. African Union Commission (AUC) and No.8 of 2020 hosted by the Southern African Political Economy the the past two decades and pondering on the in challenges both Africa. 24 October 2019. reforms’. reforms’. Presentation at the diplomats’ meetingNorwegianAmbassador,Astrid MsEmilie Helle, Pretoria, South hosted by Seminars Transitional Authority’. Discussant. Authority’. Transitional Online Policy Dialogue No.6 of 2020 hosted by the Southern African Political Economy in rural South Africa: Policy, regulation issues’. International and Webinar, UWC Research Week. implementation 2 October 2020. 25 February 2020. 25 February S. Pather, 2020. ‘Realising the benefits the of digital ecosystem Hall, R. 2020. ‘Expropriation without compensation, land Cape Town. 26 August 2019. August 26 Town. Cape Hall, R. 2020. ‘Women and Work’ seminar, UWC Women’s centred approach to the land question in South Africa and solidarity and equitable health care for all in a time of COVID-19 timesolidarityof equitable aand inall health for care and beyond’. The keynote speaker was the Minister of Health, 6.2.6 below for details). The School of Government hosted a webinar titled, ‘Social Entrepreneurship webinar series, Dean’s Business office, and Finance, School School of of Government (see section leadership in an era of digitisation’. Hosteddigitisation’.collaborationleadershipin of era anwithin section 6.2.6 below for details). Series, ‘Consequences of the 4IR: Ethical dilemmas facing page126 Profdu ToitAndries co-PrincipalInvestigatoris projectjoint of a eight diary pages canbe viewed at: www.lockdowndiaries.org Research Policing for Guardian the in published been have blogs six Todate, crisis. the to responders and makers policy public, the of members with shared areresearch the from insights the and regularlyupdated is that website a has projectrace. The and gender age, location, on theircommunities.Participants werediversein of terms their impact its lockdownand ofexperiencestheirdescribed the that people from across Cape Town to share regular WhatsApp diaries asked team lockdown,the hard over Forthe weeks 16 students. postgraduate UWC three of team research the of development the to led which UK the from grants research consecutive two ProfProfMoeniebaIsaacsand successfula RuthHallled bid for in South Africa. administration land of systemsfit-for-purpose create to doing, learning-by- through innovation of the process lay a to for groundwork administration, engagements land consultative in stakeholders of various series with a conduct will This Fund. project Generations Oppenheimer the by funded Africa, South in administration land of study diagnostic a conducting a launch to Edinburgh of University the at Studies African for Prof Anciano collaborated with Dr Cooper-Knock from the Centre informal in sanitation to settlements. relation in economy political and of a strong research team and key outputs on urban governance development the allow will that budget million R3,5 a manage researchers with from the UK, Peru, Kenya, Australia, the USA join and Haiti. UWC will will and Africa South in co-investigator the is Anciano Prof countries. four in models container- sanitation based of governance and sustainability GCRF the UK’s investigates the by funded (2020—2022) project three-year sanitation’.off-gridThe up ‘Scaling at look was to funding awarded that partnership international an of part is Anciano Prof the of study collaborative a is crisis’.research and This conflicts funding to look at ‘Enhancing the protective role of universities in Prof Anciano leads an international partnership that was awarded from urbanclimate change debates. absent are elites of infrastructures the that and cities, unequal highly in allocation resource affect group social one of actions the that recognising South, Global the addressing change scholarship climate into it introduces and literature justice social the on builds project The justice. social and change climate for consequences with cities, in of infrastructure consumption and the provision are transforming actions These generators). diesel panels, solar boreholes, tanks, water (e.g. technologies off-grid in favour networks ofand hybrid private infrastructure provided , Daily Maverick Daily , Corona Times Corona , Open Democracy Open and S blog LSE , Scottish Institute Scottish further A . Mail & Mail the for training of programmemulti-year$200,000 ambitious an for UNECA with agreement an concluded also Isaacs Prof outcomes inSouth Africa, Ghanaand Tanzania. UniversitycomparestheGhana, ofdifferencesresponses and in at Studies African for Institute the ofTsikata Dzodzi Prof with food and partners which project, ‘COVID-19 responses’. The the Assessing entitled systems: project a for Centre Research a R9 million grant from the Canadian International Development UWC will host the Southern African hub. once travel ispermitted. lecturesguest of series delivera toGulema and Girma Drs host projectsCOVID-19delayedwerebythethe will UWCpandemic, betweeninstitutions thatcontinue bridges beyond theCADFP. build Although and exchanges academic sustained create to is aim co-development.curriculumThe and mentoringteaching/ student graduatecollaborations,research in work to StatesCanada or United the in institutions education higher at working scholars African-born pairs CADEP The project. research and developmentco-curriculum a for(CADFP)Fellowship Diaspora (Stony Gulema Shimelis Prof University)Brookprestigious CarnegieawardedAfricanwerethe and Greensboro) at Carolina North of (University Girma Hewan Dr Dinbabo, Mulugeta Prof both from staff institutions. included that West, University and UWC at jointly conducted workshops of number a through programme master’s the of initiation the started and planned developed, has project The period.2018—2020 the for million R1 about of value total a had STINT/NRFprojectThe West. University and master’s programme in Work-Integrated Political Studies at and UWC Research in HigherEducation (STINT)NRFcollaborativeandinitiatethe ato Cooperation International for Foundation ProfPiper participated in a successful application to theSwedish vulnerable residents on the CapeFlats, 2020—2023’. with adaptation transformative for bets” best “15 through risk on ‘UKRI-GCRF Water and Fire: Enhancing capacity and reducing Sterling,internationalbyconsortium,anled of part ProfisPiper page 127 | Reflective Report 2020 Report | Reflective

ngagement E supporting small in supporting businesses The a world. SMME post-COVID Before pandemic. the coronavirus hit by has hardest been sector already was country the lockdown, subsequent and pandemic the in a downward economic spiral. The the lockdown exacerbated financial challenges faced by the country and its people, with many small businesses being forced to close their doors either temporarily or permanently. In this context, the first webinar scale, decision making digitisation era The and of personalisation. has dominance. illuminated and data power as the of new position currency. a In in this are context, those data to access have who In all strategies organisations, and core operations that rely on computerised systems to collect sets of data, and or big data, are processthe norm. As such, organisational ever-increasing leaders are now very much at the head of operations that are digital in many The respects. of prominence these technologies in supporting business operations and decision making brings to the fore several questions in relation to the ethical conduct of organisational leaders. data-driven governance and accountability, artificial intelligence Challenges such are posed to leaders on a as day-to-day basis. Given this scenario, era, digital the of dimensions algorithmicunderlying the explored webinar the and how asked the leaders manage that ethical dilemmas arise. data intelligence, artificial on: focused were expertise of areas Four A panel of experts and leadership. ethical policy public analytics, from academia across and in industry, participated government webinar. the Entrepreneurshipwebinar series The faculty hosted a two-part webinar series with the aim of The annual lecture focused on leadershipdigitisation. The virtual lecture was ethics premised on the in increasing the era of attention to digital technologies that facilitate speed, flexibility, Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy 6.2.6 Community engagement Lecture Public Trust Development Makgoba Thabo Archbishop Series The faculty hosted its fourth annual lecture in the Archbishop sector, both organisationally and in terms of the people that make make that people the of terms in and organisationally both sector, the organisation. up Awards were made in the following categories: Sanlam, was the guest speaker. She focused on how students and and students how on focused She speaker. guest the was Sanlam, in a to resilience what contributes into insights can others garner

rof Shaun Pather (project lead), with Prof Bill Tucker (Computer (Computer Tucker Bill with Prof lead), (project Shaun Pather rof the DHET. R330,000 for the study, ‘Investigating the impact of international international of impact the ‘Investigating study, the for R330,000 will which Africa’, South in demand and supply skills on migration The faculty hosted a virtual Dean’s Honours Awards Evening on Evening hosted faculty The virtual Awards a Honours Dean’s and ‘Resilience was event the for theme The 2020. September 18 Ms the Jeanett world Modise, work’. of Group HR from Director and 69% (18: 2019). Evening Awards Honours Dean’s Eight Eight undergraduate modules had a pass rate lower than 55% (7 in 2019). Of these, four modules had 56% between of rate one pass a had modules 14 or Fourteen registered. two students 948 (51%) were promoted promoted were (51%) 948 1 and completed, (21%) 787 faculty, the level. the next to postgraduate diplomas awarded by the university in 2020. the university by awarded diplomas postgraduate Of the 3 804 students registered for a first bachelor’s degree in The The faculty awarded 21 PhDs, 56 master’s, and 449 honours degrees and postgraduate diplomas in 2020. This represents 47% of all the master’s degrees and 43% of all the honours and Student Success and Achievement and Success Student P economic economic impact on users through the development of a rural digital ecosystem. This will be tested via project activities that the digital ecosystem. catalyse to seek the project team will investigate, assess and refine of elements scaling that will deliver the goal of realising the social and Networks Networks model, which are not yet well understood, to ensure the outcome of a comprehensive community network ecosystem. In model Phase II of the DSI funding, for a sustainable Innovation via the Technology Innovation Agency. This followed Agency. Innovation via Innovation the Technology this aim The of funding. Phase 1 of of completion the successful Community the of elements other address to is funding of phase secured secured a R2 million the grant from Department Science of and page128 ofarticulation the his in address should he ‘punchlines’ that the on Ramaphosa Cyril President for note Briefing 2019. R. Hall, reference group onstate land. Public Works and Infrastructure, Prof R Hall convened a national Hall, R.2020. C19People’s Coalition: Ingonyama Trust, 16 the August 2019. on recommendations and findings report Panel Advisory Presidential regarding MP, Buthelezi, Mangosuthu Prince from letter to response in Presidency the for Briefing 2019. R. Hall, Agriculture, 24 July 2019. Briefing to EU Ambassadors, Cape Town. 13February 2020. Hall R Prof Services, Correctional convened anational reference group onlandjustice. and Justice of Minister Policy Engagement PLAAS webinar series webinar series. and the Department of Information Systems collaborated in this ofTheSchool Finance, and Businessof School the Government lockdown. the of effects recoverthe from to attempted they as was experienceand theirresilience, adaptability innovativeand spirit It pandemic. coronavirus owners, business womenof stories the to the listen to encouraging after and during sector SMME the for opportunities anticipated and challenges the on engagement rich facilitated and attended well were webinars Both academia. and corporate government, from stakeholders to support and of cross-section solutions a comprised panel The owners. business small on focused webinar needed. second support they of The sources how the and businesses, crisis their the to on responded effect its owners, business small of stories lockdown the on words) own their (in focused that may not becovered by financial aidor scholarships. day-to-day cover necessities to supportfinancial with students project is funded by staff and outside sponsors and aims to assist faculty since 2012 under the leadership of Prof Venicia McGhie. successfullythe in Difference’been running a has MakingThe‘Project Project Making aDifference of the strengths and weaknesses of public responses to the crisis. understanding public formulating and response, COVID-19 the on debate public of centre the to pushed were transformation together ensureto hunger,that foodinsecurity and foodsystem present).

al R. Hall, Presidency, forfor food security duringCOVID-19, June 2020. Brief B. Cousins, production food Treasurysmall-scale Nationalfor to & proposals S. Greenberg, R., Hall, Hall, R Hall, Amendment Bill, 12March 2020. osiuin Scin 5 Poet Rgt) Fbur 2020. February Rights). Property 25: (Section Constitution (UN representative, FAO, UNICEF, UN Women). 16 April 2020. R. Hall, start of the lockdown). and food voucher(immediatelydistribution before afterand the and City of Cape Town: Advised on emergency food provisioning R. Hall, R. Hall, February 2020. Hall, R. Hall, R. Hall, R. Hall, R. Coalition (Food WG) from 17 April 2020—present. R. Hall, on the international day of peasant struggle, 17 April 2020. Hall, R. (end March—end April). ‘progressive economists’ caucus(end March—end April). C19 People’s Coalition. Press conference and press release CoE CoP Visioning a resilient food system. 20 May 2020. Food systems dashboard. 5 June 2020. CBPEP webinar. 4 June 2020. C19 Members’ Assembly. 30May 2020. United Nations meeting with civil society organisations society civil with meeting Nations United etr Cp Poica Dsse Mngmn Centre Management Disaster Provincial Cape Western oiaiy ud iaea meig wt C9 People’s C19 with meetings bilateral Fund Solidarity tnad ak eorc Spot Programme Support Democracy Bank Standard page 129 .

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Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy and and will have significant impact on the accounting pedagogy at all higher institutions offering accredited CA degrees and PGDA programmes. assist to invited panel expert the of part is Government of School The Union- African flagship (a Mechanism Review Peer African the with South of President the of Office the by led programme) M&E related Africa and the Department of Public Service andAdministration Political StudiesAssociation (IPSA). committee academic SAICA the of member a as serves Pullen Elton responsible for the roll-out of the CA2025 academic guidance This was finalised guidance framework. at the 2021end January of Scholarly professional engagement Scholarly professional international national/ regional/ onto nominated Staff organisations or boards professional Michelle Esau, Vice-President for Africa, International Research term. second Public Management, for Society on Studies Comparative - RC05 Secretary-Treasurer, Anciano, Fiona H Hara, M. Skills Development Working Group for the new Operation Operation new the for Group Working Development Skills M. Hara, in the Oceans Development Harbours ‘Small workstream Phakisa Economy’. Hara, M. Consultative development of the Inland Fisheries Policy for SouthAfrica. Scientific Pelagic Small Africa’s South on sitting Continued M. Hara, Working Management Resource and Pelagic Small Group Working Group as a social scientist providing socio-economic inputs to the sector. in frameworks and regulatory policy Hara, M. Part of the expert group for the Policy and Framework Reform Strategy for Fisheries andAquaculture forAfrica. April and October 2020. and October April Mtero, F., Ramantsima, K. & Gumede, N. National Department presentation, Mahikeng. 1 October 2019. 1 October Mahikeng. presentation, Findings presentation, Johannesburg, 26 September 2019. 26 September Johannesburg, Findings presentation, briefing briefing to the African National Congress Relations Committee. (ANC) 25August 2020. International (SACP) Party Communist African South the to briefing Closed-door 24 partner. alliance a as ruling Commission Relations International 2020. September Platform (MSP) Policy Roundtable Dialogue Series. 19 June 2020. June 19 Dialogue Series. Roundtable Policy (MSP) Platform Ramantsima, K. & Gumede, N. Provincial Department of Rural Budget Budget (invited informal input). Food security & self- C19 Comrades Caucus. 24 June, 1, 2 and 6 July 2020. July 6 1, 2 and June, Caucus. 24 C19 Comrades Hall, R. Pietermaritzburg Economic Justice and Dignity (PMBEJD) (PMBEJD) Dignity and Justice Economic Pietermaritzburg R. Hall, Hall, Hall, R. Philippi Horticultural April 2020. 24 from partnership Campaign research Area (PHA) Food & Farming input to National Treasury. 10 June 2020. June 10 Treasury. National to input R. Hall, Hall, Hall, R. employment: urgent proposal. Proposal for special adjustment budget for the 2020/21 financial year. Presidency task team Movement, Social Justice Coalition. Justice Social Movement, Hall, R. 2020. Commissioned and edited economics proposals proposals and edited economics Commissioned R. 2020. Hall, on: Hall, R. 2020. Commissioned and jointly prepared position prepared and jointly Commissioned R. 2020. Hall, papers on: C19 People’s Coalition, approximately 150 participants online 2020. April 21 (co-convened). Hall, R. C19 Food Working Group, Economics WG, WG Convenors. WG WG, Economics Group, Working Food C19 R. Hall, Economy the and Grants Food, Assembly: People’s 2020. R. Hall, Hall, Hall, R. Trust for Community Outreach and Education (TCOE) page130 large audiences from around the attracted world. have which webinars, to conferences and seminars One of the most important innovations has been the move from role.increasingly important futureplaywherean technology will a for well faculty the prepared have that opportunities also but classes, large teaching relationto in especiallymany challenges, it with brought pandemic year.Thethe of most foroff-campus The 2020 academic year was marked by the COVID-19 pandemic, 7.1 D PROF J Period: January —December 2020 F DEAN: FACULTY OF LAW P ROFESSOR A EAN C ULTY ’S JACQUES DE VILLE O R AC V ER Q eflective V IEW UE

O S D F LA E V I W LL E HigherTimesEducation(THE) World University (2021) Rankings NWU andUNISA). anyofofrankings subject the in appearedfaculty 1979,the that in faculty independent an as establishment our since time first having Centrow with faculty, the of structure the changed Centres the of establishment https://law.uwc.ac.za/. The at: AofCentres,activities showcasewebsitecreatedthe wasthe to Regulation of Work (Centrow), the African Centre for Transnational its The successes. of pursue number a achieved to and objectives continued strategic faculty the pandemic, the Despite host to: R certain fields, and further facilitate structured intellectual faculties in the country and the region. fields and will help to distinguish the faculty from other law of community engagement andinternationalisation. funding. multi-disciplinary research. facilitate further specialisation andassistinpromoting stimulation for improving throughput. and four centres. eport 2020 page 131 | Reflective Report 2020 Report | Reflective

in Cape Town between 25 May and 5 June 2020, could not not could 2020, June and 5 25 May between Town in Cape place. take Omar Memorial lecture could not take place. take not could lecture Memorial Omar the pandemic. CHE because of The The top priorities for 2021 include establishing another centres, centres, attaining a 20% PG ratio, the development of new PG Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy limited. severely were students clinical training to students in labour law through the Social through law in labour students to training clinical employing employing Ms Fiona Chandler as the faculty’s in-house student psychologist. activities: some on effects negative had pandemic COVID-19 The Students Council Constitution by the Faculty Board. The faculty faculty The Board. Students Council the Constitution Faculty by continued to provide psychological support to law students by mentoring. mentoring. The faculty adopted an Employment Equity Plan the university. of the rest with along (2020—2025), report. To ensure report.its To effective operation and to ensure fairness and conduct, work academic on guidelines adopted faculty the equity, good governance, transformation, and staff development and continued to enhancecontinuedstandingitstoprofilethroughand social media, an annual and newsletter a quarterly of publication the as well as and Innovation), various efforts to efforts various target and and assist unregistered Innovation), (co-) as professors extraordinary of appointment the and students despite despite the challenges posed by the lockdown. This growth is the result of a the number including of strengthening initiatives, of the by the PG offered bursaries DVC (Research growth office, The The faculty the attracted highest number of master’s (276) and doctoral (77) students in its and PG history, attained ratio, a 17.2% Other Other highlights included the NRF ratings of 15 faculty members, six of which are B-ratings, with Julia receiving an Sloth-Nielsen A-rating. She is the first A-rated woman researcher at UWC and Seven students completed their doctoral degrees and 33 students students 33 and degrees doctoral their completed students Seven degrees. master’s their their points score, but based on performance criteria that predict predict that criteria but on based performance score, points their academic success. Pass rates in most modules were higher than modules. and years, in high-impact also previous in traditionally the faculty started implementing its new and four-year five-year page132 acrossmodules, the yearlevels, employed research and writing- BigBlueButton, on classes live videos, slides, narrated include approaches teaching Online tests. sit-down and learning face of forms new alternativean face-to-toof as assessing students and lecturing redesigning, continuously are and designed, have levels year the across lecturers all teaching, and learning remote to response In assessment. of forms alternative as well as teaching, and learning ofdifferentways develop to need the highlighted contextCOVID-19 The platform. online iKamva the on teaching and learning in engage seriously to faculty the in lecturers all compelled lockdown the and pandemic The COVID-19year. the of rest the for continued and 2020 April 20 on started Emergencylearning 2020.remoteMarch 18 ofweek the in suspended were lectures contact pandemic, the of Because 7.3.1 7.3 S 7.2 employed a variety of innovative assessment activities, including FACU I CHO nnovations inLearning and Teaching Senior Faculty Officer Dean’s office LTY Hazel Jeftha L AR OR S HI G

P ANO G RAM Senior Faculty Officer Postgraduate studies DD Reseacrh and Benyam Mezmur Denise Snyders Faculty Office Jacques de Ville

Dean Criminal Justice and Abraham Hamman with online lectures of series a presented Henrico Radley Criminal in course the offered (CJ&P) Sanger Cherith and launched at UWC in 2004, could not take place. Rodney Uphoff Summer School, of Missouri the Because annual the pandemic, teaching inter-university Online lentv assmn mtos nld tk-oe tests, take-home research-based assignments and video presentations. include methods assessment Alternative progress. student reflecting evidence of portfolio a developing DD Teaching and Lea Mwambene Francois du Toit Riekie Wandrag Public Law and Wessel leRoux Mercantile and Jurisprudence Departments Private Law Labour Law approach’ (14September 2020 and16October 2020). flexible a law: administrative African South in action October 2020). 5 and 2020 September (8—10 review’ judicial to pathway in 2000, of 3 Act Act, Justice of Administrative Promotion Procedure Academic Learning

functus officio

doctrine and invalid administrative administrative invalid and doctrine Dullah Omar Institute SARChl Chair inMLG Angela van der Berg Institutes, Clinics Shamiel Jassiem Paul Benjamin Jaap de Visser Anthony Diala John-Mark lyi Nico Steytler and Centres Law Clinic Centrow ACTCJ GELC CLIA

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legislation, with new date to up kept are the learning of the alignment reflect the COVID-19 of context the current reflect learning. find curriculum, the redesigned in and skills, as identified In level. year every least one module of in at expression and as professional well as students law skills of communication ethics and skills. module outlines module outlines module outlines module outlines flexible blended and to approach pandemic and UWC’s coordinator coordinator of the ECP. The content of the new curriculum is Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy a view to facilitate the selection of titles and prevent potential challenges. throughput The Criminal Transnational Justice Programme was reactivated 2020. July in students 15 postgraduate around and enrolled the bursaries by growth awarded was faculty the 2020, In March its reached had it because Office Innovation) and (Research DVC targets. postgraduate renewal changes/ Curriculum The faculty introduced a new ‘Global Human Rights Issues 816’ The new Extended Curriculum Programme (ECP) and mainstream curricula (five-year) (four-year) were introduced in 2020, On On 3 August 2020, the faculty convened for an master’s students without online titles for session their dissertations with The three-step module review process is conducted by: is conducted process module review three-step The In order to ensure incorporation of skills curriculum, and the themes Faculty in Management committee the agreed on a three-step module-outline review process that: ensure to seeks Protection in 2020. Protection human rights’, with Ms Kate Gilmore, former Deputy at the at Deputy former Gilmore, Kate with Ms human rights’, 2020). OHCHR (28 September Special Rapporteur on extreme poverty, Prof Philip Alston Alston Philip Prof poverty, on extreme Rapporteur Special 2020). August (20 with the University of Pretoria). of the University with the former Special Rapporteur on the human rights situation situation rights human the on Rapporteur Special former the constitutional guarantee of religious freedom’ (18 September (18 September freedom’ religious of guarantee constitutional 2020). Reproductive Rights Reproductive at the for Human Centre Rights, University 2020). August 2020 and 10—14 March (16—20 Pretoria of in the Master’s Module in Health and Human Rights, at the Free Module the in in Master’s Health and Human the at Rights, Free (2—5 State Free the of University Rights, Human for Centre State (18—19 February 2020). February (18—19 the guest at DOI the lectures presented SERP members of Staff Studies), Studies), convened the following online conversation sessions students: postgraduate for relating relating to supervision, such as ethics, plagiarism, reports and processes. administrative Benyam as Mezmur, Deputy Dean (Research and Postgraduate Mezmur, Mezmur, Kitty Malherbe, Nico Steytler, Julia Sloth-Nielsen and Riekie Wandrag led the discussions on a wide range of topics place place online from 29—30 October 2020. The objective of the workshop was to create a platform for experience sharing and to build on the supervision capacity of the faculty. Benyam by Benyam Mezmur, by Grace van Jaap Benyam Mezmur, de Niekerk, Patricia Visser, The Staff Supervision Faculty Capacity-building took Workshop 2020. The first was held face-to-face on 14 March, and the second second the and March, 14 on face-to-face held was first The 2020. led were The discussions 2020. October 22—23 from was online, doctoral doctoral colloquia in 2020, from 4—5 August and from December. 3—4 in place took workshops writing research student postgraduate Two Postgraduate initiatives Postgraduate The faculty, in collaboration with the DOI, hosted two online University, Uganda, on 30 October 2020. on 30 October Uganda, University, Prof Mark Pieth and Dr Kathrin Betz from Basel University, Anthony Anthony Diala presented ‘Envisioning an the future of legal online orders in Sub-Saharan guest Africa’, at the lecture College of titled, Humanities and Social Sciences, Makerere page134 Graduate Attributes Workshop was facilitated by Karin Chinnian. of Alignment Module a 2020, July 6 On HODs). and Specialist Module of Review expected is the ofwhat picture clear a give guidelines TheOutlines. for Guidelines the 2021 to the led of This adoption themes. and skills attributes, graduate with modules aligning to relation in outlines module of content the alignment in respect of assessment dates and inconsistencies in when coordinators the as year,such ofthe beginning the in to outlines the through going evident became that issues and alignment curriculum discussed forums These 2020). March (9 Curriculum planning To ensure alignment with the new curriculum (Curriculum 2020), review process focused on second semester modules. second 2020,the JulyIn 2020. Januaryin place modules)took The first module outline review (first semester modules and year coordinators isgiven usingachecklist assessment andgraduate attributes. Feedback to module of the amount of contact/ non-contact time for the given usingachecklist template. place from year to year. Feedback to modulecoordinators is .

Some of the major reports publishedby the D 2020-to-march-2021 announcements/announcements/law-publications-january- https://www.uwc.ac.za/news-and- at: accessed be can list publications The journals. student in published were articles books, in chapters shorterarticles. 26 58journal Threeand articles journal journal 71 books, 12 published students and of result a as faced challenges the despite and 2020, During achievements 7.3.2 I n-house academicjournals informal settlements of Cape Town. rights impactof COVID-19 inselectedcommunities in economic crimesingeneral. on any issuerelevant to corruption inparticular, and to which publishesarticles,casenotes andcomments Procedure. Itisanopen-access, peer-reviewed journal the auspices of the Department of Criminal Justice and 2020. articles andone forum contribution, was publishedin human rights. Volume 24, containing 19peer-reviewed of institutionsof governance basedon the promotion of socio-legal issuesrelevant to the development challenges in the struggle for democracy. Its focus isonlegaland and first appeared in May 1997. Itsetsout to buildon the Law, Democracy andDevelopment Corruption Law Democracy andDevelopment Orders. Mozambique: The Implementation of Community Service services that municipalitiesprocure? transparent are municipal websites about the goodsand students in tertiary institutionsinSouth Africa. introduction in2023. Africa in2022. awaited). (CHE approval awaited). R Journal of Anti-Corruption Law esearch, projects, publications, 31pp. . Alternatives to Imprisonment in and the The right to food of The socio-economic isDHET-accredited ispublishedunder 46pp. 28 pp. Journal of Anti- OI include: 14pp. Law, How page 135 | Reflective Report 2020 Report | Reflective

Academic Vice-Chancellor: Deputy ‘Research ‘Research on Community-Based Paralegals This took in Africa’. February 21—22 from Rwanda, Kigali, Hotel, Onomo the at place 2020. Criminal to applied Rights ‘Human on seminar a hosted DOI The Rights and Constitutionality of Parliament in Maputo (26—27 2020). October including: webinars, of a number DOI (co-)hosted The Academic conferences and seminars conferences Academic for Excellence The DOI, of in Centre African with the partnership to Justice, held Access a inception meeting two-day concerning focusing 2020) August (3 workshop supervision paper research A and Jamil Mujuzi via Google Meet. via Google Mujuzi Jamil and Teaching Teaching Committee, in collaboration with University, Nelson hosted an inter-institutional assessment Mandela webinar (5 August 2020). Two facilitators each from the law faculties of NMU and UWC shared their first semester online assessment Meet. via Google and experiences approaches The Crafting focused workshop on August MCQs (31 2020) how Chinnian. Karin by presented was and iKamva, on MCQs create to The following academic staff members Academic Week participated organised by in the the DVC (Academic) on 15—18 and Cherith Sanger. Henrico Radley Kondo, Tinashe Officer), -

with an opportunity to finalise the papers that they worked on from 21—24 January 2020, and which was coordinated by Karin was which and by 2020, coordinated January from 21—24 Chinnian. The aim the of was to retreat the provide participants national visitors/ fellows hosted in this period in hosted fellows visitors/ national workshops seminars/ Learning and Teaching participated in the retreat. in participated inter as well as Seminars and conferences 7.3.3 Potberg, Potberg, Mahmoud Patel, Karin Chinnian and Tinashe Kondo 7.3.2 Scholarship of Teaching and Learning: and Learning: Teaching of Scholarship 7.3.2 activities research and projects and creating an ePortfolio of Evidence for the assessment of on via iKamva BigBlueButton was hosted session The students. Potberg. Conrad by facilitated was and May May 2020. The focus of the session was on creating and using question pools for MCQs, fill-in-the-blank, and true/false using options of assessment integrity, randomised questions for presented presented by Karin Chinnian (6 July 2020). This workshop was aimed at assisting staff members with preparing their your second drafting topics: following the with outlines module semester (Faculty of Dentistry). of (Faculty A workshop on ‘Module Alignment in the Module Outline’ was An assessment webinar (1 June 2020) focused on alternative assessment strategies for law academics. The presenters were in learning. The session was hosted via Google Meet and was Potberg. Conrad by facilitated 2020. 2020. The focus of the session was on challenges experienced and using the discussion to forum engage student participation page136 simultaneously inCape Town and Johannesburg: the platform economy’ process’making ‘Theand futureof work fordomestic workersin and presented sessions on and Allied Workers’ Union (SADSAWU) since the lockdown began International the for contexts’, and systems legal different from experience Sharing COVID-19: and Children for Justice to Sloth-Nielsenco-organiser Juliawas ofa ‘Access webinar series, 2020 at the President Hotel, SeaPoint. May 2020). (21 pandemic the during courts children keeping and women discussed for operational series the in webinar second The from detention during the pandemic(12May 2020). children of release the discussed series the in webinar first The collaboration with UNICEF: the ToitInc. du MillerCloete with co-hosted Sloth-Nielsen Julia 2020). Change: Implications for Constitutional law (8 December (IACFS) online conference onCOVID-19 and federalism (15- based violence indisadvantaged communities (6 October Realising the Right to Food of Vulnerable Groups (1October

(19 September 2020)

‘The meaning of the law and the law- . economy. platform digital the to participants the introducing on focus a with 2020, November 28 on held was workshop second The cooperatives and the principlesof cooperativism. on focusingNovember 2020, 7 on held was workshop first The their impactonContemporary Rwanda’. and Mechanisms Resolution Dispute Modern and ‘Traditional titled lecture, the delivered Rugege Sam law of professor UWC NovemberformerFormerand 2020.9 RwandaChief of Justice annual 23rd the attended and lockdown the before just faculty the Universityvisited Cambridge from Scherpe Prof2020.Jens of number the restricted severely pandemic COVID-19 The International visitors October 2 on Awards Recognition) and (Research DVC the At 2020), the following staff membersreceived prizes: DVC(Academic)Atthe Academic Achievers ceremony June(26 7.3.4 visited Switzerland, University, Basel from Betz Kathrin Dr and Cloete Inc.andUWC, heldon12—13 March 2020. and constitutionalism’, on13October 2020. intergenerational conversation about jurisprudence, social justice Moseneke’sDikgang Justice Emerging Researcher (associate lecturer/ lecturer without a Cambridge, from January to June 2020. conduct research at St John’s College, University of (Colenso) Visiting ScholarshipasaResearch Fellow to Justice for the Innocent Award. (UMSAEP), received the 2020Midwest Innocence Project’s the University of MissouriSouth African Education Program Fellowship programme. Researcher Award (for 2018, in2020). Award (for 2018, in2020). Award from UWC at the ceremony. Award, UWC). A wards andsignificant achievements All Rise - A Judicial Memoir,A- Judicial Rise All as ‘Anas page 137

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ngagement ngagement E degrees. Wit, Rizaar Smith (two-way tie). (two-way Smith Rizaar Wit, tie). (two-way Theunissen Dylan Cupido, Morgan Smidt. Rizaar tie). (three-way Newton Kerwin Thenjekwayo, Desai, Ndiboho grant Moseneke the Dikgang be awarded to first student the (2020). from UWC She studied at 2020. 22 March from Namibia owned digital platforms for the provision of services as a services of the provision for digital platforms owned The conditions. working jobs and decent creating means of to seeking who are workers assist to can serve programme cooperatives and platform in general, establish cooperatives in particular. project involving the regulation of digital platform work work platform digital of the regulation involving project worker- i.e., collectives’, ‘platform of the establishment and Academic Vice-Chancellor: Deputy 7.3.5 7.3.5 engagement Community The various projects at the DOI all seek to employ scholarship to achieve social change and to rights, communities, e.g. socio-economic womxn’s to in relation improve the well-being of multi- rights, children’s health), and food housing, as (such rights prison e.g. justice, criminal offences/ petty and governance level number a issues furthermore DOI The offences. petty and reform the to research scholarly bring to seek that publications regular of public: broader include: These projects. community-based of number : pro pro : Deepesh summa cum laude cum laude assistance to marginalised communities. marginalised to assistance Roode (two-way tie). (two-way Roode Daniels. America. de Jager. de for teaching the youth and rendering philanthropic and philanthropic and rendering youth the teaching for bono marginalised communities. marginalised Programme (BAAP). Programme funding support from the NRF, in collaboration with First in collaboration the NRF, from funding support Advancement Academic the Black of terms FNB in Rand/ important role he has played as a driver of the institutional the institutional of as a driver he has played role important and Missouri. UWC partnership between UWC (2019), in respect of research output per capita. per output research of in respect (2019), UWC the for and innovation in research award special recognition PhD) at UWC. The award was based on her research output research on her based was award The UWC. at PhD) during 2019. and supervision Advocates for Transformation Prizes: Transformation for Advocates The The following special awarded: prizes/module were student(s) performing prizes for the best- Desai, Reo Emmet, Angelo Marthinus, Meagan Stuart. Amy and Smidt Ross, Rizaar and Tyrone Roode. Tyrone and Facebook on 23 July 2020. July on 23 Facebook Undergraduate students Undergraduate The Dean’s Merit Awards Ceremony took place online on Student Achievements Student page138 Clinic also provides representation to indigent accused in criminal 18(3) (section succession of law the and evictions) (defending propertyoflaw law,the familyare areas focus main Its training. and education clinical studentslaw senior giving time same the Heideveld, River, Elsies Athlone, in located are Offices Advice Paralegal The areas. these within individuals and communities Coast regions and, via these offices, to indigent and marginalised community-basedadvice offices in Metro, the and Boland West programmesto education legal and support legal services, legal provides (CHRC), Cluster Rights Human Cape the of support law street voluntary the pandemic, COVID-19 the of Because during this period: focus main the been haveprojects Community-based 2020. in programme outreach an to programmes education from focus strengths and weaknesses of the case. or a bargaining council, and giving a detailed analysis of the whether they have a case which could be referred to the CCMA vulnerable workers, who seldom have unions to assist them, input from the CCMA. It is primarily targeted at informing Centrow is adapting under licence to the South African legal rights, developed at the University of Amsterdam, which programme offering individualised information on workers’ Hanover Park fire victims. homeless women inCape Town on25—26 July 2020. Violence anddistributed care packs,blankets andclothes to 2020) andMfuleniHighSchool(5 October 2020). Primary, (20 July 2020), Springdale Primary (2September learners at Belmor Primary (20 July 2020), Cecil Road provided asix-month supply of sanitary towels for female The paddrive, which was initiated by Advocate Mohamed, (now late) attended the event. Provincial Parliament, and Advocate HishaamMohamed in the Southern Suburbs. Mr KhalidSayed, Member of the learners at Ukhanyo, Capricorn andPerivale Primary Schools a four-month supply of sanitary towels andmasks to 430 make this day possible. 31 May 2020. Students donated andraised over R2 Church of Southern Africa andhosted asoupkitchen day on

000 to as events virtual following the in participated AbduroafMuneer the ofplatform economy. sector cooperative) to opposed (as commercial the in ofwork area unregulatedlargely for the local) and (international regulations ofdevelopment the on is focus its of part legal The (Centrow). UWC and UCT Manchester, Oxford, of universities the between project joint a is South’) Global and the in platforms policy influence to projects ofFairworklegislation. The (‘FairProject forwork digital workers on number a in engaged similarly is Work of Regulation Transformative for Centre The https:// Report. Annual of DOI dullahomarinstitute.org.za/about-us/annual-reports details the see more engagements, For these stakeholders. other with and engagement their government in legislation and policy scholarship employ influence to to seek DOI the at projects various The Scholarly professional engagement Commission forthe Promotion Protectionthe and of Rights the Bushiri. 31 July 2020. problematic aspects concerning abuseby Pastor Shepherd ( problematic aspectsconcerning a traditional healthinitiate Mayoral candidate for Wellington, attended the handingover Ms Ruby Marks, the Ambassador to Thailand, and the of the food parcels. after the pandemichitSouth Africa. DuringDecember 2020, by their employers without any source of income for months October 2020. sangoma ). 22 June 2020. page 139 International Journal of of Journal International Impact of COVID-19 on COVID-19 Impact of , Oxford University Press Press University , Oxford | Reflective Report 2020 Report | Reflective

(2020—). Handbook on Local Government in Federal in Federal Government on Local Handbook (2020—). Committee (2020—). Committee of the Child (2021—). of and safety to in relation team, response COVID-19 WCG’s (2020—). security the Family and Policy Law, (2020—). Montreal University, McGill Federalism, COVID-19 Atlas Lex Federalism, (2020—). Federations’ Systems (2020—). in Migration Children for Remedies on Cross-Border Group grave parties committing list of UN Secretary-General’s and armed conflict. against children violations (2020). UNISA appointed appointed as Human Rights Monitors (2020—). during lockdown monitoring to assist SAHRC in Samantha Waterhouse (Project leader WDI, DOI): WDI, leader (Project Waterhouse Samantha Robert Nanima (CJ&P): Nanima Robert DOI): Project, (ACJR Redpath Jean leader, Project Rights Children’s Dean, (Deputy Mezmur Benyam DOI): Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy

Journal Journal African Human Rights Law Journal Law Human Rights African Development Research Centre Quality Plus College of of Plus College Quality Centre Research Development (2020—). Reviewers of Public Law of (2020—). Nigeria Ile-Ife, international professional boards or organisations: or boards professional international in South Africa’, for SWEAT. Researched with support from from with support Researched SWEAT. for Africa’, in South 2020. August 25 assistant. Safodien as a research Fayroes Collective in regard to eviction proceedings instituted against instituted proceedings eviction to in regard Collective as an act of in Camps Bay property occupying for them 2020. activism. 1 October 2020. to address unfair race and gender discrimination at the at discrimination and gender race unfair address to of the request at High School (SACS) College African South regarding a complaint concerning the destruction of and the destruction of concerning a complaint regarding 2020. August 1 a gravesite. to access of Supernatural Powers in Church. 1 August 2020. August 1 in Church. Powers Supernatural of Cherith Sanger: page140 PROF Period: January —December 2020 F DEAN: FACULTY OF NATURAL SCIENCES P ROFESSOR A C ULTY M M ICHAEL R ICHAE D eflective AVIES

O -C OLEMAN L F NATURAL DA

V IE S - C O L EMAN the academic and professional support staff to go not one, but but one, not go to staff support professional and academic the unprecedented the challenges through that worked emerged in March faculty 2020. The who the willingness of both steer team to management ceaselessly my of commitment and determination resilience, the commend must I outset, the At overnight. almost changed was granted for taken had we what of much So lives. personal and academic our of aspect every COVID-19 on impacted The lockdowns Sciences. restrictive associated Natural and pandemic of Faculty the and UWC of history the in year watershed a was 2020 doubt, Without 8.1 D s ay f hs a psil hr. h Dpt Da of Dean Deputy The capture here. possible to as endeavoured these have of many we as and exercise this emerged from themes common Many disciplines. academic their to what the post-pandemic ‘new normal’ might encompass for as thought some give and experiences negative achievements, contextualise and discoveries positive highlight departmental and year, past directors the over report, journey their on centre reflect to asked were and reflective Chairs SARChI institute this research of chairpersons, preparation In enabled the completion of the 2020academic year. that many of effort corporate the to indebted is and students, and staff to stress added and of time terms in teaching, online of cost personal exceptional. significant the truly of aware deeply was is faculty The circumstances difficult very in goals academic their achieve to students assist to miles extra many, and were determined not to lose the enormous research gains gains research pandemic enormous the lose to not the determined were of and impact the minimise to opportunity every be seized however, will groups, research Many ahead. years the throughput in felt postgraduate and productivity research our research on pandemic laboratory-based the of and effect knock-on The fieldwork programmes. our with havoc played lockdown during campus from absence enforced Our have upon”. embarked ever we that learning and teaching in exercise development staff universal and profound most “the as below presented faculty’s our summarises aptly environment, the teaching into online baptism total and sudden the to response faculty’s R SC EAN eport 2020 ’S IEN O V ER V C IEW E S page 141 | Reflective Report 2020 Report | Reflective

potentially potentially long-lasting innovations in teaching and learning and deepened our our understanding of the approaches academic the sustain to teamwork and collegiality to of importance teaching and research agendas in the face of unprecedented challenges. Most importantly, the faculty was able to change which indeed direction and to circumstances, adapt new rapidly Science@UWC. of future the for well bodes Academic Vice-Chancellor: Deputy In terms of faculty numerical student growth, while the number (208), MSc Honours of (546) registered and PhD (353) students remained in than relatively2020 in constant(2896) whenstudents compared undergraduate to more 4% 2019, the registered faculty 44 PhD, and MSc 123 graduated faculty the In 2020, (2782). 2019 of total number the of which 34% comprised and 37%, respectively, 2020. in UWC by awarded doctorates and degrees master’s In conclusion, the pandemic of 2020 unearthed new and the loss of access to undergraduate teaching laboratories. teaching undergraduate to access the loss of UK), new opportunities were provided to innovatively cope with with cope innovatively to provided were opportunities new UK), to overseas institutions and are thankful international that the 2020 faculty conferences. special projects (presented We below) were not negatively affected by the pandemic and, in that most of the faculty’s community engagementhad to be put projects on hold. Similarly, travel restrictions eliminated the opportunities for staff and postgraduate students to travel continued to receive national and internationalin pridewith recorded are these achievementsandaccoladesresearch their for meant lockdowns the of nature restrictive the Sadly, report. this our understanding of thestaff COVID-19 research-active virus our and of finding Many ways society. to on impact its minimise made by the faculty over the past decade. A special mention is made in this report of the contributions of our staff to both page142 Institute Bioinformatics(SANBI) and Pharmacy National (with respect to African access to clinical South the in projects several data collection or trans-border clinical transport of either biospecimens, for required example that and Projects studies. statistics population and science, computer mathematics, applied and mathematics in researchers from received was transition online of ease the about feedback Comparable collection. data astrophysical in automation widespread and research their of nature computational the given online, programmes research their continue to easyrelatively was it that reported cosmology as such discipline a example,For activities. research on impact discipline-dependent differential, a suggested centres research and feedback institutes research chairs, Reflective SARChI departments, faculty. the from the across research on impact Not unexpectedly, the pandemic of 2020 had an overall negative outputs andpostgraduate throughput Overview of the impactof the pandemiconresearch scholarship andinnovation activities 8.3.1 8.3 S 8.2 facilities), were particularly difficult to manage. Director School of Pharmacy Pharmacy School of OR R CHO eflection on the faculty’s 2020research G ANO L AR G Studies Statistics andPopulation Physics and Astronomy Medical Biosciences Applied Mathematics Mathematics and Earth Sciences Computer Science Chemistry Biotechnology Conservation Biology Biodiversity and A S Departmental Chairpersons cademic Departments RAM HI P Research DD

Postgrad Studies DD

Dean that the impact of the pandemic on research will result in a drop laboratory,Most105. researchers field-based and agreedclinical of total 2019 group’s the from increase 17% a 2020, in papers and Astronomy internationalrefereed123 published that journal Physics of Department the in Group Astro the was exception left with little time for writing and submitting journal articles. Researchers A notable mixed. significant extra workload, associated with the transition to online teaching, the was found commitments publications teaching undergraduate of outputs research terms on in impact the on feedback the Similarly, and supervisors to campus were greatly appreciated. students postgraduate Science of return the prioritise to team task Campus to Return ofthe efforts commitments. familyThe pandemic-induced or restrictions travel to either of returnbecause UWC to impossible, cases some in and difficult, it found lockdown of beginning the at continent the Unfortunately,and country the of 2020. July in parts distant travelledtohad home studentswho postgraduate began laboratories research of return faculty’s the of piecemeal most to students postgraduate and supervisors The hit. hard particularly were UWC, and at national cases some unobtainable data researchacquire to in laboratories international and campus, on laboratories research to access or fieldwork either required that Disciplines Specialist T andL T andL DD

Manager F Faculty O aculty ffice

DST/MINTEK Nanotechnology Bioinformatics Institute) SANBI (South African National Advanced Materials Chemistry) SAIAMC (South African Institute for IWR (Institute for Water Research) Data Intensive Astronomy) IDIA (Inter-university Institute for Biotechnology andMetagenomics) IMBM (Institute for Microbial R ARC Proteomics Unit Electron Microscopy Unit Innovation Centre: Biosensors Units Institutes and esearch Directors Centres I nstitutes

UNESCO Chair Geohydrology C entres page 143 | Reflective Report 2020 Report | Reflective

Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Conversely, Conversely, another supervisor commented that outcome a of the positive pandemic was project their presenting when focused and relaxed more seemed that postgraduate students online. progress In terms of postgraduate throughput, the consensus despite is that, the best efforts students, of postgraduate supervisors throughput and across postgraduate the faculty was exacerbated by the fact that many postgraduate students faced faced postgraduate students that many fact the by exacerbated similar challenges to (Research the DVC the undergraduates thanks faculty The in devices. and terms data to access of limited this bottleneck. relieve to interventions her for and Innovation) Although most research groups feedback interacted suggests that regularly many postgraduate students online, found it difficult to work in isolation. though Even most were connected through research group meetings and journal clubs various social media held platforms, they missed on the daily face-to- our of One supervisors. their and peers their with interaction face Chairs commented: SARChI “The lack of face-to-face meetings really has an impact that meetings but also those five-minute exchanges direction”. the right people in can ‘push’ that outside office the programme programme with those of postgraduate supervision. This was undergraduates undergraduates and supervising postgraduates struggled balance the to greatly expanded demands of the undergraduate well well with the transition to an online environment and less others so. With the intense focus on the teaching online programme, undergraduate many supervisors who were teaching The The postgraduate programme is at the centre of the faculty’s research agenda and the impact postgraduate students also of varied, with some the students coping pandemic on the postgraduate postgraduate bursary support was not extended for students the pandemic. by had been delayed completions whose degree deliverables deliverables with their sponsors, others were and less faced debilitating reductions in successful their research support. The impact of research funding cuts was particularly hard felt when in trying to were and proactive were researchers While many circumstances. meet research research key of time delivery the to commitments extension an negotiate to able in challenging funding organisations that, during the lockdown period, failed to respond timeously to email queries or articulate clearly their appreciation of the difficulties faced by university researchers regular liquid nitrogen and liquid helium fills. and liquid helium liquid nitrogen regular Some researchers expressed frustration at national research equipment equipment can be switched super-conducting magnets off of the nuclear and magnetic resonance instruments like spectrometers the were monitored remotely and received their laboratory research equipment (>R5 million) was monitored was and monitored equipment (>R5 research million) laboratory maintained throughout the lockdown period. Not all research in financial losses tens of thousands of of rands to the research mitigate team. To against other financial losses, plans were put in place at the beginning of the pandemic to ensure high-end In terms of research material losses resulting from the pandemic, the from resulting losses material research of terms In a report was received of expensive bioassay kits with limited lifetimes expiring during the initial lockdown period, resulting needed to cope with during a pandemic. momentum sustaining research the dramatically altered realities of the global economic slowdown added to the delays experienced experienced delays the to added slowdown economic global the by our researchers. In addition, some university administrative processes were not able to adapt with the agility and flexibility the procurement and delivery of basic chemicals, bioassay kits, majority The repair. equipment cases, isolated in and, equipment of research laboratory supplies are sourced from overseas and although several research laboratories tried to make up for three three for up to make tried laboratories research although several months of lost research time, there was frustration expressed at the delayed delivery of basic services, coupled with delays in accordance accordance with national lockdown restrictions and efforts to curtail the spread of the virus to vulnerable staff. Accordingly, Regrettably, Regrettably, it was not possible comprehensive to effectively return coordinate a of because essential of the research required support management of staff campus access in in research publications over the short to medium term because because term medium to short the over publications research in of the period when laboratories were closed and fieldwork was the lockdown. during halted page144 standardise and align correct,clarify, continually to programme Over the past four years, the faculty hasembarked onarigorous Curriculum changes/ renewal unprecedented of face the challenges alsobodes well for the future of Science@UWC. in up give and to resilience not determination Their commendable. highly extraordinary is in circumstances momentum research maintain to students largely intact. The supreme effort of supervisors and postgraduate Despite the difficulties, the faculty research programme emerged international to travel or conferences aspartof their MScandPhD studies. laboratories international in time spend either to opportunities life-changing of cancellation the our of disappointment the experienced also students of postgraduate Many above. described challenges laboratory-related the with contend to had also latter Thedegrees. theircomplete to necessary fieldwork or laboratory the with busy those than reviewsliteratureimpacted on less were focusto able werewho studies postgraduate their of stages early the in those theses their up writing Students pandemic. the by affected negatively 2020, this included: correction in September 2020 and resubmitted in October 2020 minor for returned Computerwas 2019, in CHE the ofto submitted Science, Department Diploma the in Postgraduate Technologies new Immersive in a for application faculty’s The Honours inStructural Biology andboth the Honours and Biosciences and four exit-level modulesinPharmacy. Programme, three modulesat different levels inMedical three exit-level modulesin the Environment and Water Honours courses, onelevel 2Computer Science module, Cybersecurity. were introduced at the Honours level: 4IRspecial topics and expanding footprint in4IR technology, two new modules the MScinStatistical Sciences. Sciences degree andclarifying the entrance requirements to Statistical Sciences degree. statistical science streams of the BScMathematical and and Conservation Biology (BCB). chemistry degree. across allBScprogrammes. first-year module outstanding was clarified and standardised structured MScdegree inHerbal Science. and (Research Dean Deputy the in year watershed a was 2020 graduate Studies) portfolios Overhaul of the faculty’s DeputyDean(Research andPost Special faculty projects new diploma will beoffered in2022. for final approval. It is hoped that once approved by the CHE, this taei iiitvs nrdcd y rf uhs included: (research) Hughes student postgraduate Prof Science for funding by sourcing introduced initiatives strategic long-term Further students. postgraduate and academics to circulated regularly be to listing opportunities grant a launching an place systemforand tracking researchaudit and internalportfolio the in putting and including research administration, degrees both higher of efficiency operational the streamlined improve were to processes workflow programme, this with faculty Coupled instituted. successfully associated was staff, support professional the and Committee, Degrees Higher and Research Science the of members of developing and training of programme a Hughes, Gail Prof studies) Postgraduate and both postgraduate studies and research forms into an convertingelectronic with tasked Committee Digitalisation a up setting - page 145 | Reflective Report 2020 Report | Reflective

eflection on the faculty’s 2020 Teaching Teaching 2020 faculty’s the on eflection R the impact of the pandemic on the project, we were to relieved find that sufficient groundwork had been done by the end of March 2020 to yield a pass rate of 81%, even exceeding that of 2020. 2020. The resulting significant change towards in mathematics, student attitudes with the marks, was inevitable recognised nationally with multiple commendation improvement in Conana, Conana, and combination a Dr used They Deon Mathematics. Applied and Solomons Mathematics from the Department of of ‘boot camp’ preparation at the beginning of the academic and year a series workshops of Saturday in the first to semester provide the atmosphere, nurturing space and opportunities for students to set up their own learning communities to engage with mathematics for extended periods of time. The has been a great success project and was continued through 2019 and programme. programme. Imvelo Ventures is a venture capital investment founded company by Capitec Bank and Empowerment Capital Investment Partners. The funding will support the sundry costs associated with the programme and student bursaries for the programmes. Science Data industry-directed project turnaround Maths In 2018 a faculty Maths with the Turnaround goal Project of changing was the pervading launched negative attitude mathematics at UWC. The to targeted intervention was a second- year mathematics This module module, key is MAT211. required by students majoring in mathematics and statistics and other disciplines, The including project and science. physics computer Imvelo Imvelo Ventures will invest R11 million over three years in the Department’s Master’s in Statistical Science (Data Science) development exercise in teaching and learning that we have ever ever have we that learning and teaching in exercise development upon. embarked At the outset of the national lockdown, our faculty’s teaching and learning strategy was to provide clear guidelines for staff as they prepared for a transition to remote teaching, stressing that to on was it drafted centre a student We engagement. plan of action, provided centralised access to resources and advice Academic Vice-Chancellor: Deputy 8.3.2 8.3.2 activities and Learning Our faculty’s teaching and learning journey in 2020 was both exhausting and exhilarating. While by no means perfect, corporate teaching the effort was largely successful, and we stand at the end of the year weary but renewed as teachers. Without glossing over the difficulties faced in 2020, in particular for our students, the disruptions due to the COVID-19 pandemic have served to strengthen and develop our teaching and capabilities learning as an academic body Indeed, in this has a been the transformative most profound way. and universal staff Teaching Innovation Award for their innovative and effective roll- effective and innovative their for Award Innovation Teaching The The faculty was very pleased when the CIECT team led by Dr of of access was sustained for the remaining months of 2020. in the Faculty of Natural Sciences. Natural of the Faculty in over 34 over 000 which was accesses a for a record in university the collaborative collaborative partnership (February to March 2020), we had allows allows faculty staff and students to access over 150 interactive, Science, Science, a UK-based company that works with universities to produce digital learning resources, to work towards a Centre The ongoing development of Data Science capacity and delivery delivery and capacity Science Data of development ongoing The the in Statistics and Department of Studies Population received a major boost with the announcement in October 2020 that and international first for our partnership. our for first and international sponsorship Data Science worksheets into isiXhosa. Monitoring the effectiveness of mother mother of effectiveness the Monitoring isiXhosa. into worksheets tongue explanations of difficult theoretical concepts will form national will be another This project. research a joint the basis of Science Science to convert two of the most accessed chemistry smart have have access to laboratories during the COVID-19 restrictions. our with we students while our do engaged techniques practical not these programmes can be easily accessed through the iKamva Working Working closely with the we CIECT, were able to ensure that all Learning Science partnership Science Learning who will continue to serve as Acting Deputy Dean (Postgraduate (Postgraduate Dean Deputy Acting as serve to continue will who Studies) and Acting Dean (Research) respectively, until the two in 2021. filled and advertised posts are 2020 and the momentum continued she by Prof Kailash Patidar and Prof Halima Samsodien, had established was ably (Research) (Research) and Deputy Dean successfully motivated for and (Postgraduate approved by the university. Prof Studies), were Hughes stepped down from the Deputy Dean post in October Prof Prof Hughes, a Faculty Officer position dedicated to providing administrative support for research, and the splitting Deputy of the Dean portfolio into two positions, Deputy Dean for for developing an internationalisation infrastructure to further the faculty research agenda. On the recommendations of laboratory laboratory practicals, the staff in the faculty have innovatively by by most of the top universities in the UK, USA and and Australia UWC was the first university in Africa to start using programmes. their While they are not a substitute for hands-on page146 together undoubtedly hadbetter teaching outcomes. departmentsthat workedresiliencethe and built teamworkand the and Collegiality distress. teaching in students with online working of toll of emotional aspects with struggled staff as support emotional providing in important also Teamworkwas a common problem brought staff outof their silos. and cross-fertilisation of teaching ideas between courses. Facing resources teaching common sharing including pandemic, the staffbeforegreaterteaching collaborationamong than teaching to led experiences teaching online and sites iKamva of sharing learning. othersThe who wereand assist new online teaching to to forward stepped experience with colleagues instances,many regularlyMostdepartmentsmet discuss to theirin and teaching sharing what they learn and learning from colleagues’ experiences. staff explore and experiment and also become more amenable to academic ofcomfortmade ourzonesout teaching thrust Being across the faculty. in community and take a range of modules taught by colleagues are themselves students that fact the reinforcing to colleagues, benefit of sharing experiences, practice and resources the as from teaching extends This communal. is teaching that emphasise to served isolation social of position a from teaching Ironically, Collegiality and teamwork through the year. effort teaching corporate a steering in crucial were champions The learning and departments. teaching and chairpersons to departmental of roles responsibility the devolved then and integrate WhatsApp into its virtual classrooms. ratherfor iKamvathan able to largeclasses. be do well would to worked best for tutor engagement with students in small groups, groups WhatsApp connectivity. poor with students to material route), and many lecturers used WhatsApp to distribute teaching than iKamva (which was sometimes very slow via the zero-rated access to cheaper) (and easier often all was almost WhatsApp modules. in WhatsApp of use the was theme strong very A using arange of tools that they hadnever known aboutbefore. enabled them to craft and scaffold carefully created iKamva sites system.management This learning ofthe uses educational and powerdiscovered the had theylearning, online to shift the with However,site’. ‘dumping a as merely it iKamva viewingpre-COVID-19, of sceptical been overstressed. had they be how reflected cannot staff Many support and platform iKamva the maintaining and providing in CIECT the of role The stead. good in staffstudentsboth stoodand activities learning systemsand the for prepared Familiarityothers. betterthan remotelearning totransition online with far were seriously learning takenblended had who members staff those Clearly, years. some for Blended learning has been a mantra within our teaching strategy Embracing technology that we had fortuitously embarked uponin2020. faculty our for venture new a was This preparations. laboratory and experiments virtual conducting for platform a as Science page 147 | Reflective Report 2020 Report | Reflective

Managing the future the Managing The 2020 experience has focused our resolve to make some bold changes to our undergraduate curriculum and how it taught. we the years, In experienced benefit the recent of Maths is Academic Vice-Chancellor: Deputy Assessment Grappling with assessment was arguably the most challenging teaching and task learning during truth, In 2020. academic staff have managed with varying degrees of flexibility and success. Online assessment remains a very important topic to develop further and is clearly a global concern in academic circles. The question of the integrity of assessments and how tasks can be set to ensure that students’ own learning is assessed remains a point of debate and tension. This was addressed in various length of a lecture that a timetable enforces. Many academics were concerned about moving to 45-minute lectures in 2020. They ended up posting lectures a lot shorter than 45 minutes and realising that it is the material and activities built around important. more are that lectures The flexibility that comes with combining asynchronous, online and in-person academic activities changes the need for space, the of use different a to lead should and resources and transport interactions. academic campus and our UWC Besides the restrictions on class size and the disciplinary barriers barriers disciplinary the and size class on restrictions the Besides that a timetable creates, there is also the simple matter of the towards taking towards ownership their of learning and them prepare as skills. and critical 21st-century with relevant graduates classes. to open book examinations Others reported a have ‘conversion’ and a change in emphasis from testing subject knowledge to probing understanding, application and the knowledge. Most pleasing have been the pockets of assimilation innovation of in terms of assessing via assignments and tasks that other truly integrate module learning outcomes and graduate attributes probe. to been able has not assessment traditional that It is pleasing that some departments reported little change in However, online. moved assessments after rates pass and marks being not at despondency report who academics some are there able to have full confidence that their students’ marks reflect their individual efforts. This is perhaps as much a reflection of the students’ pursuing marks learning before as it is a reflection priorities. teaching our adapt to need our of We need to keep developing our assessment expertise, bearing in mind that our end goal is not pure online assessment to but operate in a blended setting. Our aim needs to be that the combination of authentic online and remote assessment with on-campus assessment activities should steer our students were used in the setting of tests and exams so that each student student each that so exams and tests of setting the in used were and parameters different with questions of set unique a received we would benefit from a more formal development of ‘teaching would of benefit we from a formal development more faculty. the in ‘instructional designers’ or technologists’ Did we really need to worry so much about the timetable? It seems It timetable? the about much so worry to need really we Did ironic that the year in which we instituted a new timetable was the year in which the need for a timetable was all but removed. pedagogy pedagogy and needs to inform how we teach such modules in future. the high student enrolment have suddenly been released from this constraint. Switching emphasis from running parallel to lectures managing learning communities is a fundamental shift in our Removing traditional barriers traditional Removing We have learned that size is not as defining as we make it out to be. the One on constraints of campus is with space. Modules exposure exposure to our disciplines. These must be the strengths of our campus experience. this, it is important to affirm that Science has a practical core. We We core. practical a has Science that affirm to important is it this, practical the and engagement in-person of stimulation the need and learning activities in such a way as to balance the virtual with virtual the balance to as way a such in activities learning and the physical, allowing students to take greater responsibility for their learning and maximising our human interactions. Within face-to-face face-to-face activities whose importance has been highlighted by their absence. One challenge as instruction will we be to redesign our return curriculum and to our teaching in-person The The extended period teaching remote of has helped not to only hone online teaching skills valuable but the truly also to identify students. students. Content can then be face reinforced interaction through face-to- providing for with students. engagement more robust discussion and and enhance contact sessions. There is a clear will to maintain the use of self-learning content (notes, videos, demonstrations, etc.) pre-practical and transfer the agency for learning to There There is a general consensus we that that now teaching face-to-face with nobody format lecture traditional will return to the have seen how online teaching and learning can complement now now envisage adopting a hybrid teaching approach that gives training. skills and selective engagement for time more Blended or hybrid learning and the flipped classroom the and hybrid learning Blended or Having built in experience to using support technology teaching and learning, without exception departments report that they were, and continue to be, supported by the extremely dedicated, dedicated, extremely the by supported be, to continue and were, come come to the fore in most departments. These staff members tend to be early adopters of appropriate technology who share skills and lessons learned with colleagues. Their contributions these in their teaching and students have become accustomed Across learning. of mode this of accessibility and flexibility the to the faculty, champions of online learning and teaching have for for their teaching. This extends designing online learning environments and creating innovative from producing videos to assessment tools. It is clear that they wish to continue using page148 connectivity for instructor and student. and instructor for connectivity and environment technology, suitable to access on dependent highly is online learning and of teaching experience The others. for freedom eroded and some by abused been has Flexibility from Working relaxation. and family work, between line the blurred has home counterpart. all-consuming. negative be a can had Student-centredness have recurring benefits been Many have themes. exhaustion emotional and staff. Weariness and students for tough simply were that year teaching 2020 of the aspects some were there of course future, and learning teaching relevant and vibrant more a for us prepare can how these and learned have we lessons on the reflect we While good? all it Was equal agility andappropriate staff training andsupport. with respond can that systems administrative have to need we leadership, decisive and agile increasingly require will As we look to the future, where both uncertainty and opportunity increased workload. and headache administrative an many of cause the was and of imes t best at the intransient is system MAS university’s The many the accommodated levels stress for over times and increased many. was exhausting and be would requests students that last-minute expectation Regular staff. similarly not to was extended students to extended flexibility the that personnel many among feeling a was there hand other the On and inparticular modesof assessment. calendar the to changes quick allowed that Planning Academic and Administration Student of agility the from benefited also We DVC (Academic). of the office the from communicated and from off campus was aided bysignificantly bold made decisions and the to the learning teaching online transition ofwhole 2020 in of Navigating is times crucial uncertainty. leadership Decisive and the artificialsecurity that they often provide. move can we habits our teaching aside put to if enough forward brave we are successfully how demonstrated has 2020 experience of The success. for students our equips that degree BSc the to start a design boldly to need We learning. own their for responsibility taking and self-study learning, independent towardsorientated be to but training, technical only not need students then degrees, our into literacy scientific and thinking renewal, 4IR curriculum and incorporate genuinely technologies e-learning of use extensive more make to going now are we If stand out from their mainstream peers. who postgraduates gives successful become to it students ECP many grounding the and Science, to Introduction module, ECP first-year our of value the seen also have We curriculum. their of opportunity and relevance the of them overview clear a motivatingwith and communities learning building skills, core with them equipping year, together academic the of students start the at bringing on centred project turnaround skills new and experience our incorporating mindset, new this immediate the and beyond is to maintain a to campus and slow return look response pandemic teaching we as towards challenge The mindset learning. corporate our redirected On balance, the experience of 2020 has radically and positively developed rapidly using social interaction platforms, e.g. e.g. platforms, interaction social using rapidly developed communication online Fortuitously, 2020. March of end the from students and staff faculty and our by attendance travel conference international curtailed completely pandemic The travel in2020 international of absence the in conferences and seminars on pandemic of the impact The 8.3.3 they-were-in-the-world/ mission-was-to-include-young-nuclear-physicists-wherever- https://physicsworld.com/a/physics-in-the-pandemic-our- publication: UK the in article an in featured was conference of Missouri’s Division of Biological Sciences (DBS) online online faculty The 2020. (DBS) October and Sciences September in Biological series webinar of Division University the Missouri’s in of Biology Conservation and Biodiversity of Department the from members staff ofthree participation the is mention Of special and collaboration. engagement academic international and national of momentum vital the sustain and experienced 600 over between interaction successful enabled Astronomy, and Physics of Department the in Orce Nico Prof by coordinated conference, this of rendition anniversary 10th as online The environment. conferences, online new the in revelled conference international attend Physics’ ‘Tastes ofNuclear annual and popular The below. reported travel to staff our of some for lockdown, global the to prior 2020, in early and centres. institutes There were, however, some opportunities research and programmes SARChI departments, the all across and working in institutions were their laboratories, sorely missed plus the enormous advantages of spending collaborators, time at research international international and national with to-face opportunities to host international visitors, and to The engage face- proceedings. conference as published have contributions and their support, Committee Research Faculty with them, in participate Computer to students and staff of for opportunities low-cost Department provided 2020 in conferences the online of plethora e.g. the Science, departments, some For our on build to invaluable 35-year collaboration. continue to opportunity new this had we institutions, two our between students and staff of exchange annual much-valued the halt a to bringing pandemic the despite that, relieved was exploits the benefits of teaching in the digital era. digital the in of teaching benefits the exploits Physics WorldPhysics page 149 | Reflective Report 2020 Report | Reflective

by a team of medical technologists during the final round final round the during technologists medical of team a by of team with a Working project. Ventilator the national of Bladergroen Prof Stellenbosch, of the University at scientists mask face PPE several manufacture to used 3D printing 3D from faces fit individual to custom-made housings was local manufacturer A face. the individual’s scanning of masks. these ‘no-leaks’ for filter a nanofibre produce to able Pharmacy organised information sessions on COVID-19 for for COVID-19 sessions on information organised Pharmacy information These the lockdown. before cleaning staff UWC a and educating fears in alleviating successful were sessions workers. essential UWC of sector vulnerable were Biosciences) Medical of (Department Suliman Tasnim from virus a COVID-19 first isolated that team a part of An article hospital. Tygerberg at patients African South 2020. on 11 May the press in appeared Cov-2 the SARS sequenced that team a part of were April 2020. on 6 the press in An article appeared genome. face and ventilators of production the design and local in of prototype functional fully a developed team The masks. tested ultimately was that System Ventilator a Non-invasive other other universities in research aimed at understanding the virus itself and the design and production of a ventilator prototype, customised PPE and an appointment oxygen as a concentrator. key SANBI COVID-19 reference was laboratory follows: as are by these contributions Details of WHO. the Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy February February 2020) at the United

he newly established African Hydrogen Partnership invited prototype prototype developments and aspects as of hydrogen an energy carrier. Two SAIAMC staff members, Prof Siva Pasupathi and UCT and CGS s.a.s. (Italy), was held online on 3—5 June 2020. The symposium addressed all theoretical, experimental and Joint Joint Undertaking, Japanese Ministry of Economy, Hydrogen and IRESEN. NOW (Germany), DIT (UK), Council An international symposium, ‘Hydrogen Power Theoretical Automotiv Automotiv and Proton participants included Ventures. the European Commission, EU Hydrogen Government and NGO by by an academic at this high-level industry/ government event that included industrial leaders Anglo American, like MAN Energy Solutions, ThyssenKrupp, IGE, Grove Hydrogen ENGIE, opening speaker on the conference day of the meeting. The title the The meeting. of day the on conference opening speaker of his presentation was ‘Commercialisation of IP, knowledge transfer and capacity building’. This was the only presentation public understanding of the pandemic, to collaboration with a number of significant These COVID-19. contributions contributions ranged from contributing to the to the fight against Faculty research and innovation contribution in response to in response contribution and innovation research Faculty pandemic COVID-19 the international During 2020, faculty staff and postgraduate researchers made Committees Committees of the symposium. SAIAMC staff the symposium. at given presentations oral three to and contributed students Meeting and Conference (19—20 T page150 The following staff received NRF ratings from 1 January 2020: A number of patents were filed in2020. source of patentable innovation in the faculty and the university. main the be to continued institutes research Our partnerships. innovation for opportunities and collaborations research their scientific global research activities, many of our researchers continued on to expand impact negative pandemic’s the Encouragingly, despite appointments. extraordinary and staff our of many for recognition peer and awards academic notable with research scientific and innovation continued to expand unabated in 2020 in footprint international and national faculty’s The faculty staff during2020 8.3.5 continent. recent the This across expertise and resources share to determination their pandemic. and strategy pan-African responsible COVID-19 SANBI’s within aligns network the development to WHO responding the for in laboratories three of one reference as WHO the by chosen was SANBI October, In An articleappeared in the press on8May 2020. for rapid COVID-19 detection. part of the biotech company CapeBio, developed a test kit been submitted to TIA for seed funding. areas. A proposal to produce and test suchaprototype has anticipation of oxygen supply challenges specifically inrural A wards andsignificant achievements by held event Achieversonline AcademicAwards 2019 (Academic) The following faculty staff members were recognised at the DVC following staff received NRF ratings from 1 January 2021: the 2020, December in announced evaluations NRF the From of the Stockholm Water Prize, and recommends three candidates presented. (Individual) AwardsEngagement Community in Excellence two Renier Coetzee from the School of Pharmacy was awarded one Prof ofBiosciences. Medical of Department the from both Kotze, The Committee. Nominating Prize Water Stockholm member Department of Earth Sciences was invited to be part of the nine- ProfMazvimaviofDominic Institute forthe WaterStudiesin the in achievements research their 2019/2020: for departments and staff and Awardsfaculty to made Innovation) were awards following and the Event, Recognition (Research DVC online the At Astronomy). Cummings (EMU), Prof Gabriel Tati (Statistics and Davids (SAIAMC-HySA), Prof Nancy Stiegler (Statistics and (Department of Physics and Astronomy). page 151 | Reflective Report 2020 Report | Reflective

Prof Prof Admire Dube is a joint Principal Investigator on a United States NIH (R01) grant project to study nanoparticles for treatment the of TB. In early 2020, Prof Dube and two fellow PIs based at the University of Stellenbosch and the University of South Dakota secured a five-year extension $500,000 approximately with million, $1,3 worth grant, of research their current (2020—2025). UWC for earmarked Physics Physics and Astronomy, and Prof Odman were nominated as InspiringFifty South winners Africa for 2020. InspiringFifty in an organisation that highlights inspiring female role models in the fields. STEM Prof Prof Carolina Odman, Associate Director of the faculty’s Inter- University Institute for Data Intensive Astronomy (IDIA), was selected as a finalist her of recognition in overall Awards, South32 Forum Technology in the 2019/2020 technology National and engineering science, to contribution outstanding Science communication. science of the area in and innovation (SET) Africa and the Southern Hemisphere to approved was be experiment the part in inclusion of UWC’s and the experiment nEXO with ‘significant enthusiasm’ by the nEXO Collaboration Board, worldwide. institutions 40 nearly from representatives has which decay, beta double neutrinoless measure to aims experiment The which is one of the holy grails of particle physics. If observed, it could answer fundamental questions such as ‘Why is there no antimatter and how did it all disappear from the universe?’ nEXO the in participation student postgraduate UWC Significant is expected. project international, international, tonne-scale, deep-underground, next generation, neutrinoless double beta experiment called nEXO. UWC joins other participating institutes, including Stanford University, SARChI SARChI Chair in Nuclear Physics, Prof Smarajit Triambak, and Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Special , edited titled in the Springer series the Springer in Electroanalysis was published in his honour (published online by Wiley invited invited panellist on Discussion ‘A on the Nobel Prize in Physics 2020’, organised by the African Astronomical Society, October 2020 (online). Progress Progress on Old and New Themes in Cosmology (PONT2020), an was Maartens Prof (online). 2020 December France, Avignon, 2020 for a third cycle, 2021—2025. Prof Roy Maartens delivered Roy a 2020 third for cycle, Prof 2021—2025. on talks Neutrino the at and invited plenary Conference Nuclear The SARChI Chair in SKA Cosmology held by Prof Roy Maartens Maartens Roy Prof held by Cosmology in SKA Chair SARChI The in the December NRF by renewed was Astronomy) and (Physics Advances Advances in Biochemical Engineering/Biotechnology by international collaborator, Prof Hausmann, to be published in 2021. chapter, chapter, ‘Biosurfactants screening and discovery’, to the book Economy the Biobased for Biosurfactants in June 2020. June in SARChI Chair Prof Trindade was invited to contribute a SARChI SARChI Chair Prof Priscilla Baker was appointed as a Fellow- Africa chemistry chemistry societies in Iwuoha the was world. also Prof informed that a Special Issue of the journal the Issue for 65th Birthday Iwuoha: of Prof Electrochemistry in In December 2020, SARChI Chair Prof Emmanuel from Iwouha, Prof Chair SARChI 2020, In December the Department of Chemistry, received an Honorary Fellowship of the Royal Society of Chemistry, one of the most prestigious as a panel is as member an it important accolade indicates Prof recognition. international Trindade’s panel member to select the winner of the King Faisal 2020 prize prize 2020 Faisal King the of winner the select to member panel prestigious most the among Arabia), Saudi Riyahd, in (conducted selected Being scientists. and scholars to awards international of the nominating committee from the southern hemisphere. from committee the nominating SARChI Chair Prof Marla Trindade was invited as a scientific worthy worthy of receiving this prestigious Prize Water is widely to considered be the Nobel Prize water for award. The Stockholm on the is Mazvimavi representative only Prof scientists. Notably, teaching teaching methods. As a Fellow-in-Residence, she presented a 2020. June on 26 lecture guest research of of her research sabbatical leave. Despite the onset of a rigorous to engage able was Baker Prof in late March, in France lockdown with her research colleagues and observe undergraduate University), University), Paris, France, from 1 March—30 June 2020 as part joined forces to explore advanced materials for sensors and page152 Physics of Department the in Astrophysics in appointee New capacities in four Southern African countries (SPaRCS)’. regulatory and pharmacovigilance ‘Strengthening entitled was proposal successful The (2020—2023). €299,896 of value the to (EDCTP2) Partnership Trials Clinical Countries Developing South Africaresultedsuccessfulin the award ofEuropean a and and regulatory in partners with Health Public of and School Pharmacy the of School the between effort collaborative A three Nobel Prize winners. includes that luminaries education chemistry of cohort select a joins He Education. Chemistry in Award Pimental C George 2020 the USA, the in Society Chemical American the byaward education chemistry prestigious a awarded been had he that announcement the by followed was appointment This 2020. in Chemistry of Society Royal the of Division Education the of the the University of Bristol in in the UK, was appointed as Professorat the Chemistry Presidentof School the at Extraordinary based Chemistry of Department an Shallcross, Dudley Prof funding research in million R200 approximately securing and upward 2020 in papers research its 60 over publishing trajectory,research on continued Sciences Earth of Department The the next 50 years. strengthenbasis for rational the managementof systemthis for n peoea ad ses hi ipc o ecological, and systems on macroeconomic impact and their governance, sociological, assess and phenomena, and features socio-economic governance, biological, geophysical, anthropogenic and natural of extremities the and variability,of range and trends roles, the establish to hopes EXEBUS BUS. the of (IEA) EcosystemAssessment Integrated an undertake to and practitioners researchers, representatives of the private sector and civil society international which plans transdisciplinary of a is consortium EXEBUS BUS. the from resources and livelihoods their derive who those and coastline adjoining the of residents the of lives the affecting potentially important sub-systems, socio-economically and ecological affect beyond, and BUS the within both climate, atmosphere-marine coupled the in changes anthropogenic or Natural Systems. Boundary Upwelling global important four one is Africa South west of the coast programme. off (BUS) System research Upwelling Benguela EXEBUS oceanic The multi-million-rand and the Biodiversity for of Department leader consortium research a the made was Biology Conservation from Smit AJ Prof simulations of galaxy formation’. cosmological state-of-the-art for test critical a galaxies: in gas ‘Atomicproject research his for million R1,44 of grant Research ud FU HR eerh soits CS, DSI/NRF-CoE CASP, Associates, Research HMR FNU, fund, Development Nordic the Union, EuropeanTrust, Charitable the over took of NNPTTPDirectorship the 1 fromthe January2021. OEMs and companies in a drive towards commercialisation of commercialisation towards drive a in companies and OEMs During 2020, HySA Systems (SAIAMC) partnered with established education institutionsin the world. higher 000 22 than more are there that indicates Google CHS. with shared we which 401-500 was ranking Health and Clinical UWC’s world. the in 501-600 Sciences Physical and 601-800 27 on announced rankings subject Education Higher Times biotechnology accounting for over 50%of this investment. of discipline the with building, this in projects research ongoing applied 77 in invested that been has indicated million 2020, R143 approximately February in faculty the by completed role at the end of the year after 52 years of continuous service service continuous of years 52 after year the of end the at role this from down stepped who Knoesen, Dirk ProfNNPTTP, the of Director the of contribution the gratitude with acknowledges platform, which comprises UWC, UJ, this NMU and UFS. The faculty of institution hub the is UWC National 2020/2021. for Platform (NNPTTP) Training multi-institutional and Teaching the Postgraduate for Nanosciences million) (R18 support financial continued its announced DSI the 2020, November In AAPG, Equinor, Total SA, Shell SA, PetroSA, Sasol, Schlumberger, page 153 / Elsevier David . Since its publication | Reflective Report 2020 Report | Reflective

Journal of Alloys and Compounds International International Journal of Hydrogen Energy The The all-consuming shift to online learning and teaching in the undergraduate programme and the inevitable the postgraduate slowdownprogramme, including the cessation in of travel to local and international conferences exchange programmes, limitedthe string undergraduateof and and participation in postgraduate achievements normally presented in the annual report.The following student achievements are noted. Academic Vice-Chancellor: Deputy Student achievements contributed to the review article, ‘Materials for hydrogen-based written written by leading experts of the International Energy Agency for the on 31 December 2019, the article has collected more than 100 citations. A Patent Cooperation Treaty-International Patent application National the and 2017 September in filed was biosurfactanta for 2020. in granted were Europe and Africa South in patents Phase This is the first such patent for the IMBM, and now strengthens its position with national and have international formally companies expressed that interest in assessing specific application the in agriculture, wastewater remediation product’s and cosmetics.Anita from Dr Burger IMBM was invited to showcase online held Convention BioAfrica the at project biosurfactant the was also toinvited inBurger present IMBM’sDr 2020. Research to Commercialisation strategy at the DSI-arranged Sustainable Biotech Innovation Symposium. ‘Application ‘Application of hydrides in hydrogen storage and compression: the two the of most-cited co-authoring for Awards Scott Sanborn 2019. for Distributioncategory & Storage Hydrogen the in papers entitled, ‘Magnesiumpublicationswere two basedmaterials His and future’ and present Past, storage: energy based hydrogen for will be considered as part the of financial sustainability plan for SAIAMC in a post-COVID environment. monthly monthly lime consumption can be reduced by 50%, resulting in a monthsavings andof R40,000/ additional solids removal effluent the in concentration Pb The month. R57,000/ of savings of the Firstof The study indicatedNational that Battery company. its products/ technologies. Globally, these included Nedstack highly highly commercially viable Shear Separation Flotation (SSF) and worldwide. and ESFTC at SAIAMC successfully implemented a unique and of of reliable, safe, energy-saving and inexpensive infrastructure for the refuelling of particularly environment-friendly beneficial for industrial fuel customers in cell South Africa vehicles, Design, Stellenbosch) allows compression of hydrogen to >500 bar utilising low-grade heat (T<150 ˚C) This instead promising of finding electricity. will contribute to the implementation without moving parts. The use of novel HySA Systems metal hydride materials and the original design of their containment F partner/ industryits and Systems HySA of development(joint HySA HySA Systems successfully developed advanced materials and engineering solutions for high-pressure hydrogen compression SAIAMC published 27 academic papers in area. 2020 technology and cell fuel registered hydrogen the in patents provisional two Both Both projects address the need for economic in water recovery a country that experiences severe water shortages. When both studies are concluded, a revenue-generating lease agreement participation where technical aspects of the project are studied Physics,studentfromMSc Chemistry and studentfrom PhD a by analyses.economicwillperform studentMCommEMSwhilean particulate This work matter. is making UWC one the of leading driving forces in commercialisation for water treatment of and recovery, novel with truly technologies diverse student similar SSF system demonstrated >94% reduction of suspended of reduction >94%demonstrated system SSF similar page154 to professionally engage various communities through television forhold remainderon ofthe put staffthe year. wereable Some be to programmes both forcedlockdown pandemic The 2020. the in Department of Physics and programmes Astronomy were launched in February engagement the and Mathematics Applied and Mathematics of Department community new Two Professional engagement with the communities we serve Scholarly Professional Engagement 8.3.5 of Adcock Sponsors Ingram the Brave: project. the Next Generation the finalistsin ten top theof MClinPharmoneprogramme, was Pharmacy’s of School the in student a Wehmeyer,Alexander COVID-19 lockdown. famous French institute and was able to get to France before the a at Science Data in Master’s a forregistered Matietle Ms 2020, In university. African South a at internship a academic byone-year followed immediately is France in scholarship master’s the by two-yeargovernment.AFrench launched the with collaboration in DHET programme three-year prestigious a is a NESP (NESP). awarded was Programme Scholars Emerging Nurturing Stiegler, the from scholarship Prof by supervised student Studies Population in Master’s a Matietle, Motladi Ms student at UWC. Biology) Chemistry). of Department the in students are students (both university Honours the across and final-year 2019 were best January the Jaymi respectively and Sitshwele Nazo 2020, June 26 on held event Awards Achievement 2019 (Academic) DVC the At and socialmedia platforms. E ngagement a rcgie a the as recognised was s m Shodr Boiest & Conservation & (Biodiversity Schroeder Amy Ms et otrdae Master’s Postgraduate Best can beaccessed at https://peerj.com/articles/9485/ RSG, (702/CapeTalk, Conversation (podcast). Africa and The article Radio786), Smile, shows radio of range a Netwerk24 media), media), (digital (digital EWN (print), Dispatch Daily (print), on Argus the by media featured the in covered was widely and website UWC’s which Africa, sub-Saharan in amphibians of and use reptiles involving events the predation on reporting for Facebook paper a published Biology Conservation and Drs Bryan and Robin Maritz from the Department of Biodiversity interviews. radio and newspapers several with together 2020, October in (MNET) Blanche Carte on and on 2020 July 9 Africa, on Nine-9 Hectic South programme SABC2 popular of the youth the on overpopulation the of into impact insights valuable provided Studies, Population and Prof ofNancy Stiegler, of Chairperson the Department Statistics programme was alsocurtailedbecauseof the pandemic. Unfortunately, this 2022. in Sciences Natural of Faculty the at were better prepared and had a greater chance of entering studies they that so science physical of understanding theiraccelerate or project was to bring local learners onto UWC’s campus to ‘leapfrog’ this of aim Theyears.Saturday overtwoworkshops 20 hold to Institutedjust before the lockdown, the programme hadplanned anhd Tahr nihet rgam i 22. The 2020. in surrounding from teachers maths gather to aimed programme programme Enrichment Teacher a Mathematics Applied launched and Mathematics of Department The 11 learners from Mitchell’s Plain and surrounding areas to join join to areas surrounding and Plain Mitchell’s from learners 11 Grade 60 invited Astronomy and Physics of Department The unfortunately had to behalted. programme this March, 27 on lockdown Following the teachers. The local 2020.81 by attended was in 2020 February 15 UWC on workshop first at workshops Saturday six for schools page 155

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Mycobacterium Mycobacterium tuberculosis and Data Expert Panel to develop woulda guidepolicy biospecimendocument and that data management atinstitutions. African Dr Ravnit Grewal from SANBI served on the AdvisoryWHO GroupStrategic of Experts on In vitro diagnostics (SAGE IVC) diagnostics.to advise on hematology Academic Vice-Chancellor: Deputy ConservationBiology wasselected forSouth Africa toco-lead theNetwork Networksof working groupwithin theUNDecade of Ocean Science programme task team, with the University of Hawaii. The UN Decade of Ocean Sciencefrom 2021—2030.programme is level. family to elevated Prof Alan Christoffels of SANBI was elected as the President of the African Society for Bioinformatics and Computational Biology. Prof Christoffels served on theto WHO review expert panel a catalogue that will be served released on in the 2021. African Prof Academy Christoffels of Sciences Biospecimen of of Directors of (2020—2022). the International Phycological Dr Society Riaan Cedras from the Department of Biodiversity and Peduovirus Study Group, a (International sub-committee of Committee the onwhich ICTV he Taxonomy has been of the South Viruses),2017. StudyAfrican Group representativeChairs on are sincesome of bacteriophagethe most prominent experts in the world and this appointment IMBM. The Peduovirus is an under-recognised taxonomic

(the Nanomaterials JournalAmericanof Bioelectrochemistry Journal of the American ’. Nanomaterials: Electrochemistry (JACS Au). JACS Au is a fully open (the ACS and world-wide flagship y (JACS). JACS Au maintains the exceptional Society Society (ACS) flagship journal, the Societ Chemical inaugural Editorial Advisory Board of the of Board Advisory Editorial inaugural Chemical Sciences Gold access journal, complementary to the American Chemical professional boards or organisations or boards professional In November 2020, Department Prof of Emmanuel Chemistry Iwuoha was from elected the to serve on the supports approximately 30 students around the world. the around 30 students supports approximately Staff nominated onto regional/ national/ international well-known and severe gender gap in postgraduate Thephysics. Foundation’s currently Foundation prioritythe and countries developing is in students to focus on women physics org). The Supernova Foundationsenior established connects women students role models, with to help bridge the mentoring programme called which the aims Supernova to Foundation, support postgraduate women in physics (www.supernovafoundation. and promote undergraduate and Prof Prof Gavin Maneveldt, from the Department of Biodiversity and Conservation Biology, was elected to the Board Iwuoha was also appointed Guest Editor of for the special issue titled, ‘ Application and Electro-Analytical Analytical Analytical Chemistry journalfor analytical chemistry) and Bioelectrochemical Society flagship journal). Prof Emmanuel citedchemistry publication. Prof Iwuoha also currently serves onthe Editorial Advisory Boards twoof other society journals: page156 learning. remote and independent successful, for required orientations learning new and skills technological the for preparation of lack a and students, many for study forenvironments conducive of internet reliable and connectivity. Further supply challenges we anticipated were the absence electricity uninterrupted data, devices, suitable including learning, online forresources of lack a to related large challenges face a would students that our of aware proportion hugely were we But staff. lecturing from support appropriate with learning online and remote via year learning and assessment and be able to complete the academic online copewith wouldwho studentsof proportion a be always that our student body isnot homogenous, and that there would recognised We faced. students inequalities the of mindful was equityperspective,an approachin which APU’s embedded was The pandemic. the to responding in efforts institutional joined APU the 2020, March 27 on lockdown entered country the As 9.1 D D Period: January —December 2020 A D D R IRECTOR R C V ANESSA IREC V A ANE

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BROWN V LANNING IEW PLANNIN U NIT : G Facultiesassessment.asked to and also were learning teaching, flexible for strategies up draw to required then were Faculties questions related to: of sets by followed were guidelines The provision. recommendationsofand flexibleand online guidelines guide to set 2020’,a in project academic the continue to Plans Faculty COVID-19 pandemic. the despite year, academic 2020 the of completion and ensuring project academic our of quality ongoing the ensuring to related activities and efforts institutional following the in lead uig h frt eetr f 00 te P ad h Division the and APU the 2020, of semester first the During AN 9.2 and Senate. SEC the byapproved then and April 9 on meeting SAP special a at tabled were Plans Faculty These students. of challenges and needs ongoing the and project academic the support to make to teaching and assessments, the resource needs required to need would they changes the about thinking and were faculties teaching how understanding learning, assisted and crisis the online during assessment for strategies faculty about wasextremely helpfulgetting in faculties to thinkcollaboratively exercise to This assessment. availableand teaching online training for staff and faculty support the and provide them, and to students support vulnerable online identify to used be would that approaches study,the of years all across conducted Response Plans A Guidelines andstrategies for R ssessment: D T AC UNIT eport 2020 T EACHIN I V I T IE CO S G V RE I D-19 L A T F E lexible Learning D T F O lexible L&T and L EARNIN G page 157 D AN | Reflective Report 2020 Report | Reflective

S IE T I V I T TS AC

EMEN HER V T O and be change, to need might each module for assessment SAP. by approved discusstheir concerns and, where required, torequest lecturers to re-think their proposals Amendments to for the Assessment Schedules assessment of all amendments. modules during COVID-19 were tabled at a 11 special May and SAP proceeded meetingfrom there on to the SEC and Senateapproval. for proposalsand prepared summary tables each for faculty which evaluatedthechanges toensurethat thethe qualitymodule of assessmentswas not compromised. Quality riskswere flagged retaining fully continuous assessment. The team received the 9.3 ACHIE 2020 was an extremely busy year for the focusedAPU. on respondingtothe While challenges the of pandemic,being and simultaneously engaging in the routine work of the goals. pursued its organisational vigorously APU unit, the Academic Vice-Chancellor: Deputy Reworkingthe 2020Academic Calendar The Registrar’s Office led a process inAcademic May to Calendar redesign the for 2020 year. The to APU contributed complete to the designing completing academic three the scenarios year. for Feedback SAP was meeting received on 21 at May 2020. a A account into taking scenarios, these in blended/proposed was approach special flexible learning the lockdown levels, andwas based onthe assumptionthat at least a partial return to campus would be possible later in the year. Amendments to the assessment schedules of modules schedules of the assessment to Amendments Principle 4 of the ‘UWC Guiding during COVID-19’ Principles allowed for for faculties to Assessmentpropose changes to the assessment types and weightings of condition modules, that the with proposed the amendments must be approved by the SAP. The assessment team described above designed templates to allow for three types of changes to the formal assessment schedules of modules and proposed faculties amendments submitted for each moduleThe three where types necessary. were: changes to existing assessment via The ‘UWC Guiding Principles for Assessment during COVID-19’ were presented at a special SAP meeting on 11 May and then the SEC. tabled at Student Student Development ) plan for phasing in residence accommodation. in residence phasing for ) plan assessment, or to be postponed to the end of the year where where year the the end of to be postponed to or assessment, (both online vulnerable and socio-economically vulnerable). This This vulnerable). socio-economically and vulnerable online (both plan was actioned alongside the DVC ( and Support for identifying the for categories phased students for of were return degrees undergraduate completing students including: provided, need for social distancing, national and DHET protocols rules and applicable at various lockdown levels. linked to COVID-19 Phasing alert levels rather in than dates. was Clear criteria to to phase in students’ return to campus, taking account of the or who with the struggled or academic demands online of learning and assessment. (b) (b) identifying students who data lacked as devices and/or well and/ study for environment conducive a connectivity, internet as UWC Guiding Principles for Assessment during COVID-19 Assessment for Guiding Principles UWC learning and assessment. This information was needed for: (a) to campus the phased return for students vulnerable identifying vulnerable vulnerable students, identified as those who were inactive on the online learning management system, iKamva, had been inactive and on other remote systems who that staff used for Identifying online inactive students Identifying online of lists submit to required were faculties mid-May, During Phased-in return to campus Phased-in return Resource requirements of staff, tutors and students tutors and staff, of requirements Resource in a special SAP meeting and the deliberations of the task SAP team on completing the academic year, the assessment team things: among other 11 principles addressing, up a set of drew Prof Rajendran Govender from the Education Faculty and Odwa Odwa and Faculty Education the from Govender Rajendran Prof discussions the from Drawing assist. to APU the from Mntonintshi for for assessment during the crisis. Drs Brown and Pather drew in step was to request that faculties gauge the resources required by by required resources the gauge faculties that request to was step required and monitored the provision of the resources by ICS and to required the by the monitored of resources provision and students. tutors academics, and, to some extent, the need for devices and certain kinds of software. The team summarised and quantified the resources assessments assessments of staff, student and tutor needs, bundles data which for need the provision, online for mainly training to related page158 The APU: The APU performs astrategic role in faculty academic planning. data analyticsneeds. The APU: The APU consumes andmanages data, andservices faculties’ The APU hasarole ininstitutionalresearch. The APU: analytics, andstrategic academicandinstitutionalplanning. in 2018, relating to institutional research, data management and The APU continued to carry out the unique roles it had identified Guiding Principles/ Mission/Goalsof the APU: within faculties to enhance curriculumreview, improvement offerings. academic programmes. monitoring, evaluation andimprovement. university stakeholders asrequired to enable tracking, and the performance of itsstudents. the university community on the healthof itsprogrammes dashboards to analyse anddisseminate data that updates extractions. to support the work of the APU. presentations. reports as well asjournalpublications andconference reports on these to the university community. of UWC’s academicprogrammes, andprovides regular higher education environment. research to promote awareness within the university and the improvement. the academicproject, to supportdecisionmaking towards at UWC. academic programmes inhigher education. academic programmes. strengthen adherence to policiesandprocesses related to students. quality programmes through engagement with faculties and academic programmes. and innovation efforts.

requirements of the SAP are met. The APU: The APU ensures that alladministrative academicplanning been revised, with input from faculties through a task team and teamtask a fromthroughfaculties revised,input been with has Framework Renewal and Transformation Curriculum The process C identify and address the factors that the institution can intervene to and success student impacting factors the of understanding institutional an demonstrate to attempted and the years two over past generated findings and research the of all captured framework The Council. S and Dr Senate by Retention with accepted was conjunction Pather, and in APU Success the by Student designed Framework, university’s the 2019, In Student success andretention and conceptualising new programmes. engaged the APU with regard to amending existing programmes with faculties Most relationshipsresource. a as recognised are we working where faculties, closer forge and departments in renewal curriculum in work its strengthen to able was APU The Curriculum transformation andrenewal framework andamendingexisting programmes. the within faculty per programme new one least at designing in assist to renewal be will 2021—2022 in curriculum goal Our transformation. in and level faculty at capacity build we that area and will manage this this component of in the grant while grant ensuring UCDG the within activities coordinates APU The transformation.renewaland curriculum relatedto facultyneeds assess to 2021 in roadshows conduct will APU The the curriculum. of renewal and dialogue promoting to relating developingprocesses continue will Faculties Senate. and SEC SAP, the byapprovalfor form final its in prepared be Frameworkwill the engagementwide with ofprinciples the Framework.the 2021, In also through a webinar in 2020 directed at facilitating institution- urriculum bodies. that allofferings are fully accredited by the relevant national approved curriculum. processes andapprovals cycle. for decisionmakingregarding academicplanningmatters. the introduction of new modulesandprogrammes. modules andprogrammes, changes to academicrulesand dates accordingly. dates, and communicates these dates to faculties timeously. two Sub-Committees with Council, Senate andSEC meeting R enewal and Transformation ( CR T) page 159 uckle H ntonintshi M oetzee harmaine dwa dwa C C O | Reflective Report 2020 Report | Reflective

ervyn M anagement: anagement: M rown G B nhancement Specialist: Specialist: nhancement ommittee ommittee E C AFFIN nalyst: Gairodien Schroeder Gairodien nalyst: A Renewal Framework’. This work has been led by Mr Odwa Odwa Mr has been led by work This Framework’. Renewal Mntonintshi. Coetzee. Mervyn Dr is led by work This Policy. Brown. ffice and ffice cademic Planning Specialist: cademic Planning Specialist: urriculum BAdmin BAdmin degree in 2019. The evidence and findings will inform a formal review of block teaching in the BAdmin to take place in 2021. Furthermore, Furthermore, the APU began in-depth university’s experience investigation with block teaching of as adopted the for the Staff achievement Staff We are pleased that the APU’s Academic Planning Specialist, Dr Mervyn Coetzee, fulfilled all the requirements for his PhD in Coetzee Dr to granted leave study The 2021. in graduate to 2020 during 2020 assisted him immensely in degree. his doctoral of completion the final stages of Academic Vice-Chancellor: Deputy 9.4 ST 9.4 Vanessa Director: O A C Data Huckle Charmaine Ms on load administrative and committee The increased the considerably over years as the APU ventured into new spaces. Despite this, Ms Huckle continued to provide the university with exceptional service in these areas. In 2021, we plan to expand the team by bringing additional administrative support personnel into the APU to assist, particularly with the administrative work related to our UCDG and Siyaphumelela Policy design activities Policy In 2020, the approved be will and stage draft in APU are which of all formulations, was involved in in 2021: the following policy all meetings. for and minutes reports agenda, documents, Work Committee The APU provides all secretariat Executive and functions the SAP Curriculum Sub-Committee, to as well as the SAP, its transformation transformation efforts, student success engagements and and the many other projects the APU engages in data analytics projects. two the of framework the within review, including review, the design of a new programme review policy, in collaboration with the Quality Management Office. This work is ongoing. Anderson, the previous APU Academic Planning Specialist, to the 2020 reviews. with assist The APU also began designing formal processes of programme during the second semester. Online reviews were conducted In 2020, the APU conducted a limited number of online reviews online reviews of a limited number APU conducted the In 2020, the because pandemic of and also because Mervyn Dr Coetzee, the staff member responsible for this area, was on study leave outcomes and the quality of students’ learning experience. students’ of the quality and outcomes reviews Academic Student Success Committee (SSC) of the SAP, and through also the Committee SAP, (SSC) of Student Success to apply data analytics to understand and improve student develop institutional skills in data exploration, with a special focus focus special a with exploration, data in skills institutional develop on our high-priority modules. This work takes place within the our our data analyst, has been critical in this area. The APU works with collaboratively the Business Planning unit to generate and analyse data, and bring data to faculties and the university to The The APU is heavily involved in promoting data student analytics success at for UWC, through the Siyaphumelela and project through the APU’s own efforts. Mr Gairodien Schroeder, that negatively impact on throughput across the university. across throughput impact on negatively that Data analytics towards towards the provision of holistic modules high-priority 10 least at in learning outcomes student successful pathways towards role role involves identifying high-priority modules in the university, building data exploration capacity understanding across the these university modules in and working collaboratively Following Following UWC’s successful bid to be a Siyaphumelela partner, Dr Vanessa Brown of the APU serves as a member of the core team for the Siyaphumelela student success project. The APU in to bring improvements. It thus provides a framework for action action for framework a provides thus It improvements. bring to in and success. retention student promote to page160 D Period: January —December 2020 C P D ROF IRECTOR R OMMUNITY P P RISCILLA RI

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EN U LS NIT G : A G EMENT R dcto. omnt-nvriy atesi pvt on can pivots higher of partnership (CE) context Community-university the education. in forms Engagement different many assume Community communities. through engagement sustainable promote of to citizenry and enhance partnership equitable scholarship the that facilitates promote opportunities (CEU)and engagement Unit Engagementcommunity Community The I 10.1 D Scholarship of Community Engagement. below illustrates the CWSAT course’s alignment with the table CEU The globally. and nationally locally, abuse substance on research and theory extend to platform engagement of scholarship unique a provides course communities. abuse substance The disadvantaged with engagement practical its drives essentially and UWC of context historical the in embedded is that model Engagement of Scholarship CEU the with keeping in education, higher in quality and equity access, address to seeks it as communities disadvantaged UWC’s historical context drives its practical engagement with Training C 10.2 T serve via active citizenry. This report reflects these initiatives. university,facilitating transformationof communities the we the of impact societal the broaden to partnerships enhance and develop to and institution the of levels various at CE institutionalisation the further to opportunities innovative embrace to CEU forthe opportunity the providedlockdown COVID-19 the by created challenges The subscribes. UWC which to model, Engagement of Scholarship Boyers’ with spiral upward well continuousaligns which and well-being societal improved a towards ensure can that notion key this when is It plays impact). (societal change research) social towards as actioned well and as learning engagement (in teaching, ‘knowledge’ that role fundamental the ntroduction ommunity eport 2020 EACHIN IREC C ourse ( T W OR G orkers Substance

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Partnership Project Partnership UWC T- T: Practice T: C A S o C CW for a platform provides abuse project substance The on and research theory extend to continue to UWC globally. and nationally abuse locally, substance used in each course: learning practices and Teaching - lobbying to improve the quality of life in communities. The soft soft The communities. in life of the quality improve to lobbying are: transferred will be that skills training Academic Vice-Chancellor: Deputy of of Cape Town (CoCT) with water and sanitation challenges in pandemic and beyond’. during COVID-19 settlements informal Objective all of needs the ensuring equitably, and sustainably water use To met and partnerships between are the environment sectors and and sustainable. inclusive are persons and organisations Outputs There are four outputs in the form of modules: Module 1 = and inclusion engagement 3: Stakeholder Module and sharing best practices COVID-19 1 and 2 addressed Module discuss to together people the right bring to how of examples Module settlements. in informal services sustainable sanitation to skills soft providing modules by two the previous 3 builds on community- inclusive establish and maintain to officials CoCT and networking active through partnerships stakeholders Highlights Course and 2020 September 16 on commenced programme The 8 ended on 26 March 2021. All 39 participants completed their digital stories and the six groups have already submitted to case be the studies the published their in of versions final revised Manual. Case Study NUFFIC The CEU has entered into a training project City the with assist to NUFFIC ‘Partnership titled and (CoCT) Town Cape of City the Stakeholder Stakeholder engagement and inclusion (UWC), and Module 4 = results. of and dissemination renewal Organisational

T: Theory T: A S project acknowledge participants’ wealth of indigenous indigenous of wealth participants’ acknowledge project facilitation collaborative of a process Through knowledge. the learning, experiential of the philosophy in grounded the indigenous recognises application scholarship of communities. of and resilience knowledge CW engagement its practical drives context historical UWC’s address to as it seeks communities with disadvantaged education. in higher and quality equity access, this in learning methods employed and teaching The utputs O ourse ENGAGEMENT the programme before the third course was implemented. was course third the before the programme completed all eight modules while two candidates will complete complete will candidates two while modules eight all completed Course 4 in the next round of training and two candidates left Despite the challenges presented by COVID-19 and the fact that that fact the and COVID-19 by presented challenges the Despite UWC was not yet open for face-to-face months. learning, eight the of CEU period was a within courses eight all complete to able Writing. Proposal 8: Funding Module Module Module 6: Monitoring and Misuse. Substance Evaluation with Emphasis on Module Module 5: A Community-Orientated Abuse. Substance to Approach Primary Health Care governmental. Misuse. and Substance 4: Families Module Module Module 2: Theoretical Models of Addiction: counselling. Implications for Module Module 1: Introduction to Substance Misuse: definition, scope and attitudes. C selected according selected to according a set of specified criteria. The programme served West participants community the of Greater Cape Town, areas. Winelands and Cape Coast in, the implementation of substance total a the programme, of the 2020 intake abuse For level. community programmes at of 135 applications were received, of which 41 participants were which consists of eight short courses. These short courses are packaged in a manner that develop attributes as towards, well as gain skills and knowledge assists community workers to funding was extended for the 2020 and 2021 financial years. The The years. financial 2021 and 2020 the for extended was funding programme is a CWSAT capacity-building and training initiative The The training course is funded by the DSD and WCG and the Table 27. Course alignment with the CEU Scholarship of Community Engagement Community of CEU Scholarship the with alignment Course 27. Table page162 of CE in learning, teaching, innovation and research. It presents It research. and innovation teaching, learning, in CE of the university. The UWC CE database is evidence of the infusion The UWC CE Database was established in 2014 to illustrate CE at Project Purpose 10.3.1 10.3 as COVID-19 emergency plans. such emergencies, health and sanitation to relevant objectives and goals development community their achieve to existing) and emerging (both organisations and individuals support to effectively in the engaged community development environment, CoCT officials are equipped with knowledge and skills to operate Outcome Table 28. Active projects Infrastructure (FIOI) Operations and Finance, Innovation, Support Services) Development and DVC (Student Innovation) DVC (Research and DVC (Academic) Rector F Arts andHumanities aculty or RE C ommunity O S ffice EARCH & E Centre for Humanities Research Department of Religion and Theology Science Department of English Centre for Entrepreneurship andInnovation Office for Academic Support Centre for Student Support Services (CSSS) Gender Equity Unit CEU CIECT Centre for Performing Arts HIV and Aids Programme Department, Division or ngagement Database INNO V A T ION U nit uwc.ac.za/portal be accessed can through the database CE website or The the university.link https://ceudatabase. the at annually published is report CE a and ongoing is database the of maintenance The units. support and centres divisions, schools, faculties, seven the (FIOI), Infrastructure and Operations Support), Innovation, Finance, and Development (Student DVC Innovation), and (ResearchDVC(Academic), DVCRector, the of offices the from sourced are which projects, CE of types various of overview an Project Partners projects were stillactive. 100 process, collection data annual the of end the at 2020, In departments assist with identifying, etc. 5 DesignanInstructionalEvent 4 DigitalInclusioneCentre Management Programme 3 UWC Jazz Combo 2 Community MusicDevelopment 1 Risk behaviour andleisure SA andUSA A 34 The Factory of the Arts 33 DullahOmar Centre for Critical Thought in African Humanities 31 Preservation management workshop librarians 30 City of Cape Town continuous professional development for 29 Creative Writing Programme 28 Enactus 27 Entrepreneurship for Contractor Development Programme 26 Student Entrepreneurship Start-Up 90 25 Fellowship Programme 24 E-Skills Programme 22 UDUBSGot Talent 21 SkillsResource Exchange Programme 19 Academic Support Unit 18 Personal Mastery andEmpowerment 17 Graduate Development Programme 16 Peer Mentoring Programme (PMP) 13 Mentorship Programme 11 Edudrama Programme Undergraduate study 9 CapeMetropolitan Health DistrictForum 8 Reading and Writing Solutions 7 Substance Abuse Project 6 Foetal Alcohol Syndrome Training Course ll projects page 163 | Reflective Report 2020 Report | Reflective

ll projects 76 Children’s Rights Project (CRP) (new) (CRP) Project Rights 76 Children’s (new) Initiative and Democracy Women 77 workers Domestic Workers, Precarious of 78 Empowerment (DWEP) Programme Empowerment Workers 79 Domestic Cluster 80 Cape Human Rights 81 Community Week Science National 67 DST Education in Science Training and GET 68 FET Competition 69 Science Cape the Eastern in educators science of 70 Upgrading in Mathematics Women 71 (new) (ACJR) Reform Justice Criminal Africa 72 (new) Project Rights 75 Socio-economic programme programme health promotion school-based oral A 56 with CBOs liaising 57 Surveys Programme Tutorial Saturday EMS Mathematics 59 SEMU/ schools for Clubs Technology 60 UWC Committee Student Economics 61 Stand-Out Network North-South Policy and Health Economics 62 Health Managing 2016-2019 and Diversity Well-Being Teacher 63 disadvantage Multilingualism and socio-economic clubs in enhancing learner school-based homework of role The 64 well-being teacher of the promotion support and technology through writing and assessment student 65 Enhancing Turnitin loops using and reflection feedback assisted 36 Fisantekraal Community Development Projects Development Community 36 Fisantekraal (new) Projects Development Plain Community 37 Mitchell’s and USA SA and leisure behaviour 38 Risk the and leisure and unhealthy on healthy perspectives 39 Students’ (new) well-being on health and influence Outreach Academy Oceans Two 40 community- a of development the in participation community’s A 41 Coast West in a programme abuse intervention based substance community rural on methamphetamine exposure prenatal of the effects 42 Exploring children of the development in families for programme resilience family a of development The 43 Africa South community, a rural Practice Student BSW 44 Fourth-year (third-year) Fieldwork 45 Intermediate Programme Fieldwork 46 Second-year Promotion Health 47 Interdisciplinary Engagement Community Medicine 50 Natural Outreach 51 Day (Kraaifontein) Outreach 52 Evening Train 53 Phelophepa Health Outreach Weekend 54 health promotion oral community-based multilevel A 55 A Internship Nutrition 402 35 Community Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy nit U Dullah Omar Institute Dullah Omar Department of Information Systems Information of Department Economics of Department Studies Education of Department School of Natural Medicine Natural School of Health Oral Community of Department Hygiene Oral of Department Democracy and Citizenship for Centre African (ACCEDE) Studies Political of Department (SEMU) Unit Management Enrolment Student Department of Psychology of Department Work Social of Department Unit Education Interprofessional Nursing School of Department, Division or or Division Department, Dietetics of Department Therapy Occupational of Department Physiotherapy of Department ffice O aculty or or aculty Education Economic and Economic Sciences Management Dentistry F and Health Community Sciences page164 communitycoulda contactthatpoints nine The 3). 2010:(Hall, programme academic their of part formal a as work, community many different forms in the context of assume higher sustainable education, such as: socially can (CE) promote Engagement Community to communities. citizenry and partnership equitable enhancespromotesandscholarship the engagement of through opportunitiesthat engagement community facilitates CEU The Scholarship of There were 10new projects includedin the database. situation. currentfor theirreasons as challenges or ending cycle funding identified projects inactive and ended the Both year. 28), however (Table 9% of those projects projects ended, while 1% was not active 100 this showed update database 2020 The Project updatesover the pastyear Table 29. Active Projects: Project outputsandoutcomes Provides potential development of partnershipsonandoff campus. Provides aplatform for knowledge sharingandcoordination. Provides cross-links andreferences to CEactivities. activities onandoff campus. Presents anopportunity to access information aboutengagement development. on andoff campus) with information aboutUWC CEactivitiesand Serves asapromotional/ marketing tool, asitpresents viewers (both Illustrates CEprojects in faculties, schoolsandsupportunits. Project Natural Sciences F aculty or O utputs O ffice E ngagement School of Pharmacy Physics and Astronomy Department Department of Chemistry Department of Mathematics Agriculture Research Council (ARC) Nature Reserve Biology Department of Biodiversity andConservation Department of Computer Science Department, Division or R eport U nit provide us with more accuracy andcomplete search. wedecided Microsoftuse to AcademicSearch, it because would Fullard,Ms received from wefeedback the on Based consulted. the initialsearch. to relevant highly is information related the ensure capabilities search semantic institutions, MA’s areas. authors, research and outlets relevant publication most the about information MAsearchinglimitednot just is to forprovidesIt papers. related much the sameasGoogleScholar, only more streamlined. operates and technologies search semantic uses engine search academic publications andliterature developed by Microsoft. Its for engine search web public free a is (MA) Academic Microsoft Brief overview of Microsoft Academic Search Project partners the Scholarshipof Engagement Publication Database or not. in included be should article an whether determine to guide a as volunteerism. The nine core activities of CE (Table 30) will be used keeping project information up to date Maintaining the database by collecting data onnew projects and Project details of project coordinators Project information ondatabase suchasdescriptions andcontact Database report Projects information accessible to everyone via the database Database report Pamphlets handedout ondatabase at openday 100 Community Engagement (PHA 427) 99 Professional Communication inPharmacy 98 Maternal andChildHealth (PHC 223) 97 Pharmacy Management (PPR324) 96 ClinicalSkillsDevelopment 95 Environmental Health 94 Community Health Care (previously SchoolHealth Care) 93 Astronomy inisiXhosa(new) 92 AmaQawe ngeMfundo 91 Teacher Enrichment Course (FET Mathematics) 90 Socio-ecological Vulnerability to Climate Change 88 Research Support 87 Environmental Education 86 Outreach Greening Programme 85 DigitalStorytelling for SocialInnovation (new) 83 SignSupport A ll projects O utcomes page 165 elated terms elated Cooperative learning/ Cooperative CHESP, (JET/ education 2005). (PAR), Community-based Community-based (PAR), research participatory (CBPR). case studies. Community learning, service Academic learning, service community service, community academic learning community-based 2005). (JET/CHESP, Action-learning, inter- apprenticeships, work- learning, professional based learning (Winberg, & Garraway Engel-Hills, 2011). Jacobs, and extension Outreach 2005). CHESP, (JET/ service Participatory action research action research Participatory R stages: four of Cycle experience Concrete (1) observation (2) Reflection conceptualisation Abstract (3) experimentation Active (4) 1984). (Kolb, | Reflective Report 2020 Report | Reflective

Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Evaluation of Articles of Evaluation Each abstract/ article needs to be if it is evaluated a Community to Engagement article or determine not. The nine core We 30 the guided evaluation. Table activities CE in of presented will only have a complete list of 2020 citations in 2021, when all publication for this year has been published. Therefore, we year. this 2020 citations evaluate cannot Microsoft Academic showed. However, only the first 50 citations citations 50 first the only However, showed. Academic Microsoft could be The last retrieved. column shows the missing citations the missing topic to then retrieve searched by We year. every for citations. tool we realised we could not retrieve citations beyond 500. The The 500. citations beyond retrieve not could we realised we tool table below shows the year and the number of citations which unction or reward attached to the community service service the community to attached reward or 20). 2005: CHESP, (JET/ activities” to related are that opportunities “Co-curricular intent the primary with academic study, formal for the opportunities with learners provide to the learning material, understanding of enhanced 2005: CHESP, (JET/ fieldwork” can be classified as 21). knowledge development, particularly through through particularly development, knowledge 2012). Phillips & Seedat, Bulbulia, Taliep, and education higher between CE is collaboration beneficial exchange mutually for communities each which in and resources, knowledge of needs, assets brings individual goals, partner processes a collaborative through and strategies, 2008). (Driscoll, while benefiting and learning, service Integrating service equally, and recipients providers both this specific on median” a “happy learning achieves 2005: 22). CHESP, scale (JET/ that education career-focused to An approach workplace-based and includes classroom-based a for appropriate which are learning, of forms It aligns academic and qualification. professional the the mutual benefit of for practices workplace Engel-Hills, (Winberg, workplace the and students 2011). Jacobs, & Garraway described as “service can be service Community volunteers. by performed that to is often that work requirements external are there often However, F experience” of transformation the through created 1984:49). (Kolb, eneficiary-Provider Identifying community community Identifying to priorities in relation service. community community Identifying field to priorities in relation education. studies. community Identifying service to priorities in relation learning. community Identifying Work- to priorities in relation Providing community case community Providing Direct inputs into teaching and teaching into inputs Direct evaluating through learning to responsiveness CE’s needs. community research community Identifying priorities. B eneficiary B Field education Community service Community Work-Integrated Work-Integrated Service learning Service Community Community (CE) Engagement Research Provider- Table 30. Community engagement core activities core engagement Community 30. Table The The were following extracted from a Academic Microsoft search refined by UWC affiliation and each year from 2015 However, to when 2019. the citations were copied into the evaluation and computer programs that need to be cited. be cited. to need that programs and computer Search Academic Microsoft the details of journal articles, books and papers conference and storing news articles, websites, preprints, presentations, patents Brief overview of Paperpile of overview Brief Paperpile is a reference management solution for managing Paperpile Ms Fullard recommended using Paperpile because it is a very citations. capturing for software useful online page166 Table 31.Citationsper faculty 20 on launched was report annual digital A faculties. to according outlined is citations Engagement Community 2015—2019 the of list AModel. CEU overviewofthe brief and introductionpreface, a ofconsists Report Database Engagementof Scholarship The Scholarship of Engagement Database Annual Report Natural Sciences Education Economic andManagement Sciences Dentistry Community andHealth Sciences Arts andHumanities F Volunteerism Internship Provider- aculty B eneficiary volunteerism. priorities inrelation to Identifying community internship. priorities inrelation to Identifying community B eneficiary-Provider 27 2 25 14 17 160 47 2015 N umber of citations each year CHESP, 2005: 20). without receiving any external rewards” (JET/ formal service for others or one’s community volunteerism canbedefinedas “performing some The mostcommon form of experiential learning, 2005: 21). a particular subjector field of study”(JET/ CHESP, activities that enhance learningor understandingof Intended to provide learners with “hands-on F unction 16 1 8 8 1 81 9 2016 8 2 33 14 11 163 15 2017 14 1 4 7 2 114 5 2018 CHESP, 2005). academic field of study (JET/ nature andnot related to an essentially altruisticof Volunteerism Is thus CHESP, 2005). learnerships, practicals (JET/ Work-based learning, R 24 3 4 15 8 132 10 2019 elated terms 89 9 74 58 39 650 86 Total page 167 | Reflective Report 2020 Report | Reflective

to to rural communities. We obtained 500 food parcels from Hill Songs in with international, partnership West, Somerset Change 300 out handed we Metro, Town Cape the In Africa. South Agents various donations. following food In the parcels last six months, than we We reached more 300 households the across province. weekly donations from the receive Durbanville Home Children’s with Inside-Out. partnership our to thanks as well as all our partners and stakeholders both internally and and staff the to provided resources the all secured that externally COVID-19 the during activities engagement continue to students lockdown. Conclusion Academic Vice-Chancellor: Deputy frontline frontline staff. The dignity pack contains soap, a toothbrush, face cloth, toothpaste, roll-on, cotton swabs, body wash and a mother. and her Weber Henriette Ms by sponsored cross knitted Management Risk Disaster Several organisations expressed a need to provide support to Outreach We managed to donate 36 care packs as part of the Mandela Month celebration to the Matroosfonteinseniors 30 Village seniors. for Together packs care donated unit the Inside-Out, partner with in the Klipheuwel and Philadelphia communities. We hosted a Spring Day where we event treated 20 seniors from Klipheuwel, as programme self-care to a one-day and Simonsig Philadelphia part the also of Month. We facilitatedclosing Women’s for events events Party Christmas three for sponsors various from donations Dignity Packs donated Toiletries by Community Chest, Prof Vivienne Wilson, St Anne’s Home, personal donations, contacts in Saudi Arabia, the USA and Indonesia supported this drive. Over the past six months, we could prepare and provide 1 to 200 organisations in dignity four districts packs in response to the call to our as this was compromised in the communities we serve. collaboration with Our Change Agents South Africa in this process assisted the unit to facilitate food security in eight districts and municipalities. 12 different We facilitated 1 500 food parcels that were obtained by Management Management Act during COVID-19 changed our interventions in the communities. Our partners focused on food security, Officer Officer organised a well-supported drive to and donate household goods clothing to victims of fire in the Masiphumelele community. She also assisted sustainability. of the means a as goods partners used sell who time she this during worked with r Community Community Community Community Community Scholarship of Case Study Manual Manual Study Case . Bellville: UWC Community . Bellville: UWC Community . . P HI S . Bellville: UWC Community Engagement AR L onference attended, events hosted and hosted events attended, onference ngagement E C CHO Community engagement and outreach activities outreach and engagement Community Security Food The effect and impact of the implementation of the Disaste 10.3.3 10.3.3 Coaching Coaching in the Workplace: Online Short September-Brown. P Ms Course, and Adonis T Dr 22 2020: March 2020—31 January Hellenberg. The The Reporting Systems Workshop was facilitated by Dr Cornel Hart for the responsible administrative facilitated Google and training the G-Suite for CEU CPA staff at staff. Dr Hart also course with a mark of 69%. of with a mark course Development Staff of clinical pastoral care in the development and implementation implementation and development the in care pastoral clinical of of support networks for health care workers during a pandemic’ for which she attained 70%, and she completed the overall Ms Ms Damaris Kiewiets completed her Advanced Clinical Pastoral role ‘The was mini-thesis her of topic The certificate. Counselling September 2020. September Achievements Staff Paper Paper presented by P Daniels and T Adonis at The 2020 Health for Unity health ‘Primary conference care: Network: Towards a virtual Mexico. 23—25 path conference, towards social justice’, capacity-building capacity-building and training programme in substance misuse as change agents: A study in the Western Cape, South Africa’. 10.3.2 10.3.2 papers presented ‘Exploring resilience of community leaders participating in a Unit. Engagement Newsletter No.11 Newsletter Engagement Daniels, P.S. & September-Brown, P. (2020) Engagement Report Engagement Newsletter No.10 Newsletter Engagement (Eds.). (2020). P. & September-Brown, Daniels, P.S. Engagement Unit. Engagement (Eds.). (2020). P. & September-Brown, Daniels, P.S. Engagement Unit. ISBN NO: 978-0-86808-770-2 ISBN NO: Unit. Engagement Daniels, P.S. & September-Brown, Database Engagement Report (CE) P. (2020). Daniels, P.S. & September-Brown, P. (2020). (2020). P. September-Brown, & P.S. Daniels, for Substance Abuse Workers 10.3 S 10.3 Publications 10.3.1 page168 D Period: January —December 2020 & C C D AND D R IRECTOR R ENTRE J ULIET C J OMMUNICATION U OMMUNI S

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88% 2019 2020 period — 86% 2018 that would assist the academics to create interactive online interactive create to the academics assist would that 2017 the completing to contribute and environments programme. academic platform and the functionalities of various eTools and and eTools various of functionalities the and platform online. engaging to accustomed which examinations online up set to advance in planned academic 2016 the of completion the to contributed programme. applications Google and eAssessments as such tools ePortfolios, and surveys of creation the including (GAPPS), Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy reflective exercises, formative and summative assessment tasks, assessment summative and formative exercises, reflective practical and theoretical application, effective use media, online tutoring, sharing to of resources enhance student of digital student and professional for ePortfolios design of development, the shows below figure The reach. and access and development, steady growth in the uptake of blended learning and teaching period. the last IOP over UWC at practices 84% 2017 doption rate for the 2015 for rate doption A 70% 2016 igure 16: igure F 64% 2015 0% 20% 80% 60% 40% 100% during the crisis. Their students were familiar with the the with familiar were students Their crisis. the during workshops and one-on-one consultations. consultations. one-on-one and workshops environments online within proceed could time of period blended teaching and learning practices and were slow to to slow were and practices learning and teaching blended eTools scheduled of form the in assistance CIECT up take should be embedded into the broader curriculum curriculum broader the into embedded be should planning. development their online environments in advance. advance. in environments online their student student learning styles, group activities, critical engagement, assessment, with emphasis on the CIECT’s scholarly engagement engagement scholarly CIECT’s the on emphasis with assessment, development and design regarding faculties across lecturers with aspects of such selection eTools, as of environments, interactive The The CIECT’s 2019 reflective report showed that 1 200 modules online were created across faculties. and teaching learning, for technologies emerging This of use effective highlighted the page170 engaged with engaged environments online (application of instructional design principles) and structured well-designed, showcased meetings, initial Deans to select faculty champions. The CIECT Director organised Deputy the with collaborated Director CIECT the 2020, April In campus community that entailed: Director developed and shared an online teaching guide CIECT the 2020,March in lockdown national ofthe start the At lockdown period. national the during iKamva within created were modules 400 1 and practices online adopted had academics of 96% 2020, In and faculty champions to focus on the: support. screencasts) to enableacademicsacross disciplines to work environments. and coordinated approach to reach allstaff that required practices are accessible through the CIECT’s repository at and fully online) for student access andsuccess. These good online teaching, learningandassessment practices (blended to the improvement of teaching practices, andespecially designed onlineenvironments. supplementary material/ readings, presentations, images, content/ presentations, assessment activitiesand of interactive onlinemodules(e.g. specific weekly lecture

with the nie niomns Te IC sae tahn tp and tips teaching shared CIECT The environments. online interactive eTools,design communication and and assessment creation, content the sessions) use and select to training lecturers enabled that (individual online consultations conducted and and workshops faculties across team lecturers CIECT the supported period, lockdown national the Throughout importance of asynchronous teaching. These practices include: blended approaches, contentmedia and ofthe arrangements,digital use learning the multimodal including practices, best for student access and success, suchasdigitalstories and opinions, read their peers’ postsandselect to which assessment eTools where students formulate andshare their simulations andpractice laboratory skills inasafe, virtual of outcomes (broad andspecific), content, assessment and page 171 | Reflective Report 2020 Report | Reflective

Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy learning learning processes and real-life performance as opposed to engagements, but rather shows the considerable hard work done work hard considerable the shows rather but engagements, and prepare to teams support professional and students staff, by deliver online teaching and learning environments. We cannot claim that the delivery of fully online, remote teaching, learning and assessment is easy for lecturers, students, the CIECT and teams. support other The way forward entails critical thinking, decision making and planning around innovative, blended learning arrangements, in order for us to live and work in complex, digital connectedness times, amid the spread of viruses circumstances. and dire socio-economic CIECT supports CIECT and this view, the notion that educators should “rethink online pedagogy in to order achieve formative effective assessment strategies that can support et al., 2011). (Gikani and its assessment” learning meaningful deep) or order (higher- The CIECT created and shared a repository of resources with including: students, and staff Furthermore, because environments from various geographical locations, are exposed students are to different home accessing environments, technical and connectivity and issues, it online is important experience that lecturers different focus on asynchronous teaching methods (whereby students course access content at times different various across regions), sessions. ‘live’ synchronous by supported This reflective report does not merely list a series of support purposes. with disabilities make use of assistive technologies to give give to technologies assistive use of with disabilities make enables students to submit documents linked to Turnitin The team The assisted with lecturers online tests and examinations. increasingly increasingly indicates “a new wave of ‘alternative assessment’ in which assessment is pedagogy integrated with advocating vodcasts vodcasts (video recordings). In terms of assessment, research page172 otae eeomn ad plcto, iia Academic Digital Design, Application, Instructional and Development namely Software areas, strategic CIECT’s support the to professional aligned are reflections overall The 11.2 projects across various departments: innovative implement to period lockdown national the during The CIECT collaborated with stakeholders (internal and external) 2, 3, 4and6. 1, areas goal IOP the to aligned are priorities related and areas and Twitter. social media and other platforms, including WordPress, Facebook marketedthrough also presenceis CIECT’sonline site.The com eToolsthe relatedto http://ciect.wordpress.the on availableare practices innovative of Examples faculties. across experiences and learning. These blogs reflect authentic teaching and learning teaching for valueeTools pedagogical of the use and the about blogs regular via community campus the with communicates and initiatives consultative special projects, are described in and the report. In addition, the team professional training the structure, including support campaign, the The of community. areas campus different the on impact its and campaign’ The team focuses on the commitment to a continual ‘awareness community events). REF L EC T ION S, 2020 Application, and Development Software Design, Instructional The CIECT’s key priorities are aligned to its strategic areas, namely 11.2.1 emphasise the critical discourse of expanding student access and 11.2.1.1 and 6. 4 3, 2, 1, areas goal IOP the to aligned are priorities related and keyareas Research.These and Services AudiovisualMultimedia, cal workplace experience. large-scale targeted work, andhow students benefit from practi successful integration of ICTs, continuation andexpansion of 11.2.1.3 and development. This area of expertise entails key priorities: to the provision of soundinfrastructure, maintenance, support ment & Application (SDA) emphasise the critical factors related 11.2.1.2 led projects in relation to are innovative learning and teaching practices. decisions strategic research- in engage to continues team The research. by and informed approaches practices, CIECT’s The 2020) access the iKamva platform onadaily basis. in partners external and staff students, 108 (29 users ofnumber complete tests and quizzes via smart phones and tablets. A largeas well as forums, discussion and polls in notes, engage videos, download view to able are internet students with and Staff device able connectivity. mobile any are with platform users the access where to integration, mobile Hence, provides important. iKamva is reach and Access iKamva. of especially support, and maintenance extensive on focuses also team The Department andother stakeholders to maintain and innovative projects. CIECT niche teams andexternal stakeholders inrelation to to ePedagogy and the application of instructionaldesign CIECT’s key priorities in the area of Instructional Design (ID) CIECT’s key prioritiesin the area of Software Develop K CIECT’s key prioritiesin the area of Digital Academic ey Priorities

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CIECT’s key priorities in the area of Audiovisual (AV) (AV) Audiovisual of the area in priorities key CIECT’s

CIECT’s key priorities in the area of Research is aligned to to is aligned Research of the area priorities in key CIECT’s and Advancement (Institutional stakeholders relevant events. related including ePedagogy, topics various into enquire to formal learning spaces, and multimedia and e-learning facilities facilities and e-learning and multimedia learning spaces, formal expertise of area This spaces). classroom and physical (online priorities: key entails 11.2.1.7 blended around debate including, ongoing critical discourses, people, across of a cadre learning and growing and distance priorities are: key The generations. 11.2.1.6 and in formal including discourse critical to aligned are services Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy - - CIECT’s key priorities in the area of Multimedia empha of area the priorities in key CIECT’s CIECT’s key priorities in the area of ICT Skills Training & Training Skills ICT of the area priorities in key CIECT’s ICT packages to promote effective use for daily operations operations daily for use effective promote to packages ICT and administrative). (academic with departments and according to student needs. student to and according with departments skills-based student training programme for novice users, users, novice for programme training student skills-based port materials and teacher support systems [which] need to be to need [which] support systems teacher and port materials area This Plan, 2012: 50). Development (National strengthened” priorities: key entails expertise of 11.2.1.5 11.2.1.5 sup learner of “the provision around the critical discourse sise and reskilling staff for the digital age. The key priorities are: priorities key The age. the digital for staff and reskilling 11.2.1.4 the including discourse, the critical to aligned are Development enskilling of importance the and the digital age, in university The key priorities are: priorities key The page174 h ognga gahcly eit te oml tutr o rls u te e pirte cno b mt ihu te currentand collaboration, sharingbestpractices, capacity building, andresearch. the without met be cannot accountability, priorities joint responsibility keyand ownership, change management, project management, the stakeholder management, partnership but individual expertise, roles knowledge, skills, coordination, leadership, of areas of critical including structure, support professional integrated structure formal the depicts graphically organogram The 11.3 Facilitator: Tutors Manager: Digital Academic DAL DAL: OR ICT SkillsDevelopment

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included the following structure: following the included The lesson pages within each module have been divided period. into four-week the over covered be will that topics various the It should be note that the programme has been discontinued decision). (institutional for for Commerce module and continued with the current three Public Administration, and Political Science. Science. and Political Administration, Public sessions. The learning material can be accessed via the course in 2021. module is continuing The each lecture. for resources music practicals Online Arts (CPA): Performing for Centre assessment final and Starting before the national lockdown, the CPA discussed the the with environments learning and teaching blended of creation Academic Vice-Chancellor: Deputy CHS lecturers from Physiotherapy, Natural Sciences, Dietetics and Occupational Therapy jointly teach in the Shared Research Module that is taught over a period of two aspects of: weeks. covering lectures, eight over students to presented Topics are Students from various disciplinary module. At the groups end of this block teaching engaged period, the students in the submit group assignments as well lectures are presented as using the BBB/ Meetings tool. peer Students evaluation. The can then actively engage in the lecture and access of recordings the lecture. Students are able to post messages related to the lectures using the discussion forum as well as engage in tutorial Shared Research Module (CHS Faculty) (CHS Module Research Shared designed for the specific programme/ discipline on A iKamva. structured online environment was developed making of use content creation, communication and assessment The format eTools. of the modules were organised into block teaching The Instructional Design team (CIECT) engaged with the subject- the with engaged (CIECT) team Design Instructional The matter experts to conceptualise and discuss the modules to be

P HI S AR L nnovations in learning and teaching and in learning nnovations CHO I focus on one subject at a time. a on one subject at focus development, assessment and quality assurance processes. The The processes. assurance quality and assessment development, purpose of the block teaching model is to allow students to and development of blended learning environments BAdmin module. Block for A Teaching showcase of good practices the design, conceptualisation, of aspects included team CIECT the by Block Teaching Module (EMS Faculty) Module Teaching Block The CIECT Director and team advised the Deputy Dean of EMS support facilitation, the to relation in facilitators lecturers/ the and project project focusing on the roll-out/ pilot programmes’ of in the the ‘purely EMS online Faculty (particularly the School of Design and development of fully-online modules fully-online modules of Design and development (EMS Faculty) institutional the in engaged stakeholder key a is team CIECT The 11.4.1 11.4.1 professional, professional, sustaining COPs, digitally enabled and implementation the and skills, literacy digital natives, digital classrooms, HE settings. in complex technologies emerging support of publications publications include the factors key of assessment, ePedagogy, validity and reliability of online assessment, third-space 11.4 S 11.4 The CIECT’s practices and strategic by decisions research. Research-led are projects, informed related presentations and lecturers of these modules on an ongoing basis, and continues to to continues and basis, ongoing an on modules these of lecturers eight- each of start the before environments online the duplicate implemented be to intended were modules new Two cycle. week development of 12 modules, which form part of the Management Management the of part form which modules, 12 of development Development Programme (MDP) and The Development engages Programme CIECT with (SMDP). the Senior Management are are significant in this collaboration (UWC and HEPA), especially regarding the design and development online of modules. The interactive CIECT team fully- completed the design and in the partnership between UWC and Higher Education Partners Partners Education Higher and UWC between partnership the in Africa (HEPA). The CIECT’s deliverables and related activities outcomes, weekly topics and assessment activities. However, the the However, activities. assessment and topics weekly outcomes, faculty decided that these modules would not be offered. The The The CIECT team assisted with the conceptualisation, module online programmes. An internal cyclic workload process model the project. of and sustainability the continuity ensures many many years to contribute to this UWC-HEPA partnership. The fully- interactive the assures quality and develops designs, team cohorts cohorts for the At SMDP. the time of submission of this report (April 2021), the SMDP has not continued. It should be noted over attained expertise and skills their used team CIECT the that the SME Management module was still in development when it was decided not to deliver the new modules. By December 2020, the CIECT supported 15 cohorts for the MDP and the 10 page176 environment online the in appropriately content the structured advised lecture members their eToolsdeliver of to use the on team lecturers guest the (ID) Design Instructional System. tkhles A epae niomn ws rae to created was relevant environment with template meetings A planning in stakeholders. engaged CIECT The delivery of the onlineenvironment. and development design, the for responsible was team CIECT sessions live certain joined also team ID The 2020. November 14—28 between place took sessions live School Winter Online h Mse’ i Hat Dt Aayis rgam i a is Programme Analytics (HNU Hochschule Data Neu-Ulm the between project Health collaborative in Master’s The Master’s inHealth Data Analytics: Online Winter School as Matima Andy appointed (Academic) DVC The participated. Arno Form) & Combo), Music of (History Jazz Visagie Noelene UWC and (Voice) Jones and Piano (Jazz Werner George (Reeds, Galvin Aural,(Percussion), Theory),Anel Galvin Stephan (Brass), Kierman eTools. Sean various of uses the on advised CPA and lecturers) the part-time (included for team teaching and workshops learning iKamva hosted CIECT The course. Form & Music of History and Theory the develop and design to team CIECT the by assigned designer instructional an with working began then Weber, Henriette CPA, the of Director The CIECT and the use of iKamva and other educational technologies. n 8 oebr n cnldd n Dcme 22. The 2020. course will continue December in2021. 2 on concluded and November 28 on Students iKamva. on completed was course History Form & and Music of Theory The online. conducted are assessments and track on is deliver work all Currently, to lessons. ‘practical’ methods effective creative employed They students. their TheCPA lecturers invested lota of in time and teaching tutoring with their students by: engage to lecturers CPA assisted team CIECT The Skype. and various using and platform iKamva the students via remotely the engaged whereby adopted was approach multimodal a and Staff & Student liaison) at the CPA. From April to June 2020, eevd aa n dvcs ieul fo te university. students the rural Some role. from a played also timeously location Geographical devices and data received students all Not obstacle. biggest the wasconnectivity Internet Students faced a number of challenges in completing this course. Student challenges andsolutions: questions pose to email However,used support. students most in included modules and on iKamva. A producedWhatsApp group was set wereup for additional presentations narrated and pre-recordedHangouts, wereconductedGoogle through videos Students (ArtsandHumanitiesFaculty) Digital Media Literacy (DML)Course: Foundation Phase relating queries technical immediateany with assist to hand on in engage will students) Foundation cohort Arts student Curricula (Extended Another creation. website and editing video editing, audio editing, image namely course, the in areas main four on focus will students Thedevelopment. professional own their strengthen and practices, ethical and work thinking, collaborative innovative promote that ways in this do them help to guidelines and for need a styles is thereHowever, students. learning engage to different support to classrooms technology their using in are lecturers Many Hangouts. Google and multimodal flexible, via course the delivered team CIECT the period, lockdown the During 2020. October by programme the completed (231) students Phase Foundation of cohort second The processes. production suitable apply and content media DML student support: academic journey. may be required of them for e-Assessment purposes during their studentsequip with skillset the produceto contentdigital for students to consult. The objective of these assessments is rubric to detailed a has assessment Each produce content. media must digital students where task assessment own its has phase Each design. website and production video production, of four phases of multimedia development: image editing, audio consists module The mark. Studies Communications student’s team will review the delivery of the course, especially in relation in especially course, ofthe deliveryreview the will team The course. Studies Communications broader the across out DML Assessment: deep rural areas. in students to delivery physical possible with online delivered and developed be will material delivery.Instructional remote to

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makes use of the resource). the use of makes engaged remotely with practical technique. with practical remotely engaged is via iKamva, all to accessible the simulations and making the in university any by programmes interactive Science’s the CIECT-led of success the that believe I really world. and elsewhere, Africa, institutions in other for a model provide follow.” to February 2020, Dr Stoltenkamp and her team, working working team, and her Stoltenkamp Dr 2020, February institutional on our and effectively efficiently programmes and teaching a implemented team the CIECT established, the incorporate to how shown were faculty the by identified when pandemic lockdown, the eight-month the onset of At was the CIECT closed, were laboratories undergraduate our the simulations integrate to in assisting lecturers pivotal to them enabling modules, teaching discipline-specific into discussion topic, a specific to the simulations align effectively students our keep to critical was This and assessment. forum …The success of the CIECT’s approach to implementing implementing to approach the CIECT’s of success …The worksheets: simulations and smart Science Learning of Usage The SDA team integrated 88 resources and for 150 Bioscience resources tools for Chemistry into iKamva (a total worksheets). and smart simulations of 238 Prof Prof Michael Davies-Coleman, reflected on this project and the the CIECT: of role The partnership proved of great benefit to the faculty during the during faculty the to benefit great of partnership proved The Natural of Sciences, The the Dean national Faculty of lockdown. VR (Augmented and Virtual Reality). In addition, the team SDA to users allowing functionality, access sign-on single a integrated via iKamva. Platform the EON-XR access Campaign and Integration of EON-XR Platform EON-XR of and Integration Campaign The CIECT conducted an awareness campaign through ‘Did- Academic Vice-Chancellor: Deputy Augmented and Virtual Reality Project: Awareness Awareness Project: Virtual Reality and Augmented the administrator, the Module Coordinator of Dentistry, and Dentistry, of Coordinator the Module the administrator, they after the student to be sent to an additional notification in using them to enhance laboratory Science teaching at UWC. Sciences Sciences initiated discussion in January 2020 around accessing learning content for higher education. The Faculty of Natural Learning Science Resources: Integration with iKamva Integration Resources: Science Learning Pearson South Africa resources: Integration with iKamva Integration resources: Africa South Pearson Social Work Toolkit: Integration with iKamva Integration Toolkit: Work Social The CIECT team collaborated with Department of Social Work The The Dentistry Clinical Assessment System including: processes, assessment aims to digitise Dentistry: Clinical Assessment System Assessment Clinical Dentistry: on the zero rating of content placed on iKamva. Free as alternative identified were mobile resources training applications and means to assist students to produce the required content for in where areas electricity disruptions were frequent had internet challenges. without Students connectivity computers or laptops were encouraged to use their mobile phones and to capitalise the CIECT integrated 33 resources Medical into Bioscience and iKamva Human Biology modules). (across The CIECT six South Africa representatives to learning resources with iKamva integrate (Sakai platform). In May 2020, specific Pearson while others access from home. from access while others Programme Programme is a blended approach where some students are able to access the campus resources such as labs and Wi-Fi relation to integration, access, navigation and user requests. user and navigation access, integration, to relation Specialist are collaborating for the project to be underway in 2021.to bethe underway project Specialist for collaborating are International Higher Education, to integrate the resources. integrate to Education, Higher International to to integrate the Social Work Toolkit with iKamva. The engaged CIECT in extensive discussions with the vendor, Macmillan page178 two projects with the Faculties of Dentistry (fourth-year) (fourth-year) Dentistry of Faculties the with projects two included which phase, pilot the in participating are who staff to platform the of features the demonstrated team CIECT The resilience. network and recording, and controls session test monitoring, operational advanced verification, identity inspection, integrity configurable include features Its exams. at-home for and test-taker site flexibility on security, administrative and content assistance and and convenience exam SEB) Inspera elevated as known provides (formerly Portal Exam Inspera The (IEP)? Portal Exam Inspera is What on the plans for examinations (March to June 2021). to reflects Faculties report the addition, EMS In examinations. and proctored deliver Dentistry the with collaboration and complex on the The were foci of pilot. the status current on the Planning reflected Academic Senate and Committee Steering ICT the in platform. interest this expressed utilising faculties the where 2020, October in at a meeting HODs the departmental and various Registrar Deputy to demonstrated was platform students. Assessment 000 Inspera 5 The for (2020—2021) project proctoring pilot in a engage to Organisation eGrowth the with partnered team CIECT the exams, level exit for implemented were measures securitysharper To platform. that examinationensure specific (institutional the from deviate not expected and device one use only are to requirement) examinations who formal Students in protection. engage password and (labs) location on restrictions timed-test, as such options, related and measures be should It securityentailiKamva in activities. settings eAssessment the that noted self-testing and open-book engage both to in students allows tool summative eAssessment and The formative activities. both for used be eTools can assessment iKamva The in activities. assessment and learning teaching, blended various design to lecturers enables iKamva (Dentistry and Accounting) Phase Tests:and Pilot Examinations Proctored EON-XR isan AR/VR platform, allowing lecturers: Server) was conducted in October 2020 with production production with 2020 October integration completed inFebruary 2021. in conducted was Server)

and

extensive planning, preparation, training, support support training, preparation, planning, extensive A detailed document presented at at presented document detailed A correct phrase. correct also questions the with match to required were students test that images included Some required isiXhosa. in were answers students their type and to English in listed were phrases Key terms. and concepts different assessed which parts into as such language, the of application and understanding for students’ test question to various types included tests) and and online 002 up (XHO online set were Modules XHO003) isiXhosa different the in engaged (three students assessments Formative assessments online isiXhosa for types question Various chat rooms Department were scheduled for March—June 2021. and 2020 during T 2021. early conducted was pilot The Accounting postgraduates). (EMS Sciences Management and Economic and To i iKamva. in eTool the allow Assignment the via plagiarism for checked be to to pieces written tutorials. enabled online was integration during Turnitin areas Furthermore, problem allowed were specific Tutors address class. to tutorial the before marked and online submitted were that ‘ePreps’ developed lecturers The ‘ePreps’ TutorialsOnline Consultations: and including podcasts andnarrated presentations. students, the with material learning relevant share to students enabling environments and online the into developed embedded were materials learning multimedia Specific material learning multimedia eTool:Embedding Lessons (GAPPs). where consultations one-on-one eToolsand online workshops attended lecturers The team. CIECT the with collaboration in lecturers Faculty Humanities and Arts by iKamva on created year, academic 2020 the During Arts andHumanitiesFaculty development. and construction knowledge exchange, levels of access and motivation, information online socialisation, the critical highlighting an processes environment, within online and learning regarding research telephone established in grounded (walk-in, is email), support and workshops advisory sessions, consultation, training, including structure, support The entire a on basis. daily projects and activities scholarly with engages centre, support professional academic an CIECT, The TeachingAssessment and Learning, Online 11.4.2 Scholarshipof Teaching andLearning

in iKamva for tutorials and consultations. consultations. and for tutorials iKamva in he proctored tests and exams for the Accounting Accounting the for exams and tests proctored he and matching 285 . The tests were divided divided were tests The . online modules were were modules online

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online modules in 2020. The 87 strategy and alignment strategy Interdisciplinary Interdisciplinary Research Module that is offered over a period of two weeks with other such CHS as lecturers. Topics aspects presented are ethics and approaches methodology, research of teaching block this of end the At lectures. eight over students to engage and groups in assignments submit students the period, evaluation. in peer Interdisciplinary Research Module Research Interdisciplinary CHS lecturers set up their online environment for the Dentistry Dentistry lecturers created and the lecturers with sessions various team engaged in CIECT offered them departmental training and presentations on the effective and selection the of design eTools and development of interactive online environments aligned to module learning outcomes. their specific Lessons StructuredeTool: and scaffolded approach to to create eAssessments for formative assessments. The tests can use question pools, which allow the random selection of to linked are activities Assessment answers. and questions test for achieved grades all view can students where Gradebook the online assessments. tool to develop and structure learning content according to specific specific to according content learning structure and develop to tool Instructional an of development the for template the shared team CIECT The ‘Instructional Strategy’ that guides a lecturer on the alignment of content, outcomes, assessment and the selection of eTools. the the design to team guide also in shared relation CIECT The of a basic, interactive online environment and showcased a team assisted lecturers The online environment. well-designed to design and develop including the their overview, units, outcomes, interactive content, prescribed online readings, modules, assessments and reflections. The students are able to work through the learning content systematically as each do. to expected were the students what learning unit describes sheet Reflection Students were required to complete a the ‘reflection end of each learning unit sheet’ via an embedded Google at Form, achievement illustrate and issues any discuss could they where of learning outcomes. The reflection sheet allowed lecturers to easily access and analyse students’ responses and identify learning needs in real-time. student and Question Pools Assessments Formative This design promoted a tasks. theoretical and and practical tests for preparation scaffolded learning approach with Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy online

330 The The Tests &

specific clinical specific students students who were unable Medicine engaged in a two-hour session via iKamva. eTools used eTools iKamva. via session two-hour a in engaged Medicine Stellenbosch Stellenbosch University students from Dietetics and Nutrition, Physiotherapy, Social Work, Natural Medicine, Biokinetics and e-IPE World e-IPE World Café on 8 May 2020 via As iKamva. a result the of lockdown, this event called for creative intervention to ensure that no student was disadvantaged by lack of data. UWC and e-IPE World Café Success Story: Collaborative online Collaborative Story: Success Café World e-IPE via iKamva session interactive The Interprofessional Education Unit (IPEU) hosted the first submitted their reflective tasks to the Assignment eTool, which is which eTool, Assignment the to tasks reflective their submitted Turnitin. to linked students students regarding processes to of selection a on based follow was learning of assessment the in However, the communities. students The traditional the case than study. topics rather essay module was structured to allow for lecturers The fieldwork. for the communities access physically to used the ‘Community Process’ document as a guideline for Quizzes Quizzes eTool was used across disciplines well as for summative assessments. A formative community block teaching as Formative and summative assessments and summative Formative Various assessments, specifically class and group assignments were structured online for student submissions. Online lessons were aligned to module topics and topics module to aligned were lessons Online module outcomes. broad and outcomes practical administrative administrative and content-related tasks and activities. Discussion was Forum used as a communication tool for group The discussions. class overall and activities supervision engagement, various various eTools, including Google (communication and Applications assessments). The communication eTools and iKamva used include Announcements, to keep students updated on environments environments in iKamva during 2020. CHS lecturers used Community and Health Sciences (CHS) Sciences and Health Community page180 platform: to access, navigate andengage within iKamva. Figure 17:Structured onlineenvironment Instructional videos: Student orientation page 181

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266 online environmentsthe for 2020 academic

created A A lecturer in the Extended that Curriculum focuses Programme on the (ECP) disciplinesand of Business Financial Management Analysis, materials has usingthe Course Resources structuredtool effectively.These specific structured resources learning include recorded video lectures, recordings,audio lecture presentations and feedbacktasks. tutorial on specific and lecture slides were embedded in each section. were slides and lecture Structured course resources Economic and Management Sciences (EMS) EMS supplementactivitiestoblended inengagedlecturers with year their learning and teaching.The iKamva platformwas used to conduct online lectures andtutorials. Scaffolded lessons (slides, readings and multimedia resources) alignedto outcomes andweekly checklists learning content, chapters and themes. were provided at the start of each familiarise sectionthemselves with for the required students objectives. This to was supplemented with a checklist whichto monitor students their could progress use in the activities in each section. reinforce learning as they received their scores immediately. Students could repeatedly engage in these self-assessment tests. Students created WhatsApp assessment task) aligned to specific recordings/ topics. The reflective oral podcasts in iKamva. eTool’ the ‘Assignments via uploaded were tasks (oral Design and development of ePortfolios ePortfolios were used as practicalassessment purposes. The CIECT tools team assisted the students for teaching and levels) (undergraduatesyearvarious modules,threeacrossand to design and develop ePortfolios. The final ePortfolios were purposes. assessment for the lecturers with shared Integration of Mathematicstool for Graphing, Geometry, Visualisation 3D A lecturer in the Mathematics Education Departmentan external tool called usedGeoGebra (https://www.geogebra.org), external The tool.lessons iKamva the withintegrated was which tool enabled students to practice using the online math tools for graphing, geometry 3D and other are able operations.to download the programme Studentson their laptops or PCs and as an App on their smartphones. The students’ learning is more meaningful, as concepts are visualised in Shortreal tests were set upwhichtime. enabled studentsto assess and UseWhatsApp of for assessment purposes: Supplementthe online environment Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy

) ). The online modules on aimed at motivating motivating at aimed 90 true-and-false, short answer short true-and-false, ‘use Tii plagiarism service’ . Formative tasks were used as a form of consolidation consolidation used as were of form a tasks . Formative MCQs Structured interactive online environments interactive Structured communication communication and assessment), including the integration of Turnitin. Online meetings Online An ‘online reading corner’ created by a lecturer a by created corner’ reading ‘online An students to read different literature and share their feedback in the Discussion Forum. by embedding presentations, videos and other learning materials. learning other and videos presentations, embedding by corner reading Online videos, PowerPoint presentations, articles and documents. The students students with relevant interactive learning material such as Education Faculty Education progress. tasks assessment reflective and structured assignments Group via iKamva) that provided feedback to the teaching and lecturers learning on approaches versus their student learning and Course Evaluation Course Students were required to complete evaluations (surveys shared submission (link within iKamva: accordingly edit and submit to time sufficient given were students purposes. re-submission for submit a research proposal. Rubrics were shared with students expected were students The criteria. assessment the detailed that to submit assignments to the Tii platform, prior to final online Assessment submissions: Turnitin (anti-plagiarism platform (anti-plagiarism Turnitin submissions: Assessment submission final to prior ‘Take-home’ assessments were set up, requiring students to tasks assisted with reinforcement, revision and preparation for as educators. careers future their as well as examinations and of course content, a space for reflection and goal setting. These Students Students were expected to the engage included tasks These in eTool. Quizzes & weekly Tests the with designed tasks that were as such types question various of use Weekly assessment activities assessment Weekly tasks were created. The specific students group, contribute were to the group expected sessions, submit to group pieces. as individual reflective well as assignments, join a structured structured online individual and group assessment Various postgraduate students. environments for undergraduate and page182 lge t te erig otn ta te eggd n o the for in specific week. engaged they that content learning were the to tests aligned specific The students). online fully and approach within blended (part-time activities students their for modules assessment respective their quiz and tests weekly created Turnitin integration. Weekly assignments were set up for student iKamva’s using originality for checked were assignments Major non-submissions. of tracking immediate enable and Assignments remotely the work their submit as to allowed well are Students as iKamva. eTools on Quizzes and Tests the within structured were assessments summative and formative Both Assessments aligned to weekly topics andactivities Scaffolding, alignment andself-directed learningactivities tests. online up set have and weekly lessons structured resources, course share lecturers structured The topics. forum discussion and notices include These Communicationtools include the useof announcements postto platform. iKamva learning materials, readings, PowerPoint the lectures and multimedia. on eTools assessment and communication content, various use to team completed, to identify gaps in knowledge and review accordingly. review and knowledge in gaps identify to completed, Students were allowed to view the memo only assessment. relevant after the the intotests imported were and advance in up set data sets. The lecturer also created question pools and sub-pools, differentstudentallowgroupsworktwotwowithtothepartsto two in structured was test semester specific Thecompetence. and learning their test to expected assessments formative complete were to they content, learning the navigated students content.Oncelearning the relatedto topics and lessonsweekly to according structured was module Psychology Industrial An assessment Creation of Question Pools for formative and summative Faculty Law assessment content, learning activitiesand podcasts for structured thereview of lecture concepts, themes of scaffolding the the exams. for preparation in lectures recorded the review to able also were Students learning. reinforce to again view to students for available lectureslivefortheirstudents. recorded The lecturesonline were (Hangouts/ recordings lecture Live were recordings and distributed with the Course Resources eTool iniKamva. These content. themeslessonspecificaccording different partsto structured in course of understanding discipline-specific on topics andaimed tofurther reinforce expanded students’ recordings audio These environments. learning podcasts included also have lecturers Some Audio outcomes. and content learning specific the to linked were ensureintegritythe assessment. ofthe Tests weeklyand quizzes fromdifferentweredrawnin question poolsstudent,foreach to and questions random and createdrevision were tests Formative activities. assessment formative forpools, used was tool Quizzes & TestsThe question Randomised purposes reinforcement Quizzes: and Tests learning. self-directed and reinforcement for activities complete Students are able to navigate the content, track their progress and

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page 183 Faculty of Natural Natural of Faculty The The | Reflective Report 2020 Report | Reflective

Mastering Visual Anatomy & Physiology. Visual Mastering Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy elevant content, contextualisation, discipline-specific contextualisation, content, elevant questions related to the tutorial topics they were required to complete. During these sessions, the lecturers guided the lecturers these sessions, During complete. to required were they topics tutorial the to related questions The join. to able were who those with the model answers questions and shared tutorial the through students topic. the learning of their reinforce to the class after them view could so students recorded were discussions Feedback is provided to students via various eTools and modes of delivery. A downloadable version of the tutorial tutorial the of version downloadable A delivery. and modes of eTools various via students to is provided Feedback sessions. the live join not who could students accommodate to via iKamva shared was solutions This tasks. and required the content through included, guiding students was activities weekly to checklist aligned A and engagement. progress student monitor to lecturers allowed These tool. & Quizzes Tests using iKamva’s assessments of a number complete to expected were Students learning of knowledge reinforce to quizzes as smaller well as tests, and practical theory of consisted assessments Students eTool. Assignments the with also created were and practicals exercises tutorial weekly Structured content. session. tutorial the online in engaging after activities bi-weekly, tutorial their submit to required were and & Quizzes Tests such as tools from Marks the Gradebook. via students to and released recorded were Grades the Gradebook. in captured automatically are Assignments specific regarding the lecturers with engage to students for created were sessions online consultation Weekly The Smart worksheets (aligned to the pre-lab simulations) are a collection of customised worksheets preloaded preloaded worksheets customised of a collection are simulations) the pre-lab to (aligned worksheets Smart The worksheets These activities. calculation and complete analyse to which enable students data, with auto-generated and mathematics. chemistry bioscience, disciplines across of range include a broad were which students chunks in manageable structured were Presentations file sizes. mindful of were lecturers The easily. download to able and learning activities. resources with related structured were Tutorials R students and prepare familiarise to embedded in online environments were simulations safety Pre-lab Pre-lecture: within any safety work to adhere to needed they code and dress specific labwear protocols, the safety regarding lab space. virtual or physical to students enabled environments the structured within arranged embedded simulations The the lecture: During this Through material. and collect out sample solutions weigh to experiments and practice engage interactively the and understand options different explore with lab equipment, engage accurately to able were students process, may that elements about specific stage any at provided was feedback Immediate choices. their of consequences them. to unclear been have the module and of the duration throughout students to accessible were simulations interactive The Post-lecture: learning processes. their reinforce to stage any at the experiments and revisit review could they collaborated collaborated with the CIECT team to design structured, blended teaching and learning approaches and arrangements ontent Engagement with Engagement (discussions) students Assessment activities Assessment Checklist Online tutorials Online Feedback Structured units of work units of Structured Integrated ‘smart’ ‘smart’ Integrated worksheets C pre-lab Integrated simulations: Table 32. Natural Sciences online environment: Tools and applications in iKamva in iKamva and applications Tools environment: online Sciences 32. Natural Table online environments to enhance their teaching practice. They also made use of teaching applications such as Narrated PowerPoints, PowerPoints, Narrated as such applications teaching of use made also They practice. teaching their enhance to environments online Natural Sciences Faculty Sciences Natural 2020. for environments learning blended 247 created departments across lecturers Sciences Natural of Faculty Sciences page184 In technologies. communication and education UWC innovative for at space critical a Establishing (2020). J. Stoltenkamp, 11.4.3 Publications Production Engineering Research and Development Development and Research 10 (IJMPERD), Engineering academic development 2017 Production and student 2016 in programmes. large-scale delivered Pilot a programme: assessment within deliver to tool processes e-Assessment an of use the of impact The (2020). M. Sibanda, & J. F.,Stoltenkamp, Nkunge, https://www.psychosocial.com/article-category/issue-5/. 24( learning. Rehabilitation, literacy Psychosocial of Journal of digital institution large-scale higher a a at in programme students of assessment in (2020).ExperiencesJ.Cleophas, & M.Stoltenkamp, Sibanda, J., Cape Western the of University the of renaissance The knowledge: 1595999719-512IJMPERDJUN2020512.pdf. . Bellville:UWC Press. International Journal of Mechanical and and Mechanical of Journal International From hope to action through 5). ISSN: 1475-7192. ISSN: 5). International support structure and showcasing authentic practices to to practices authentic showcasing ensure alearningorganisation culture’. and structure support The 2020. October an in at workshop present plan to operating Jantjies institutional Dr by invited was Stoltenkamp J Discussion on Alternative and Online assessment (COVID-19). HE in Assessment the in present to invited was Stoltenkamp J tinyurl.com/if1gnmk2). faculties and than from other institutions. moreThe event was byrecorded and attended was event The assessment’. and practice theory, for design ‘Effective theme, the on 2020, September 17 on Colloquium E-learning Annual 13th the at presented speakers 17 Week, Academic the During visitors/ fellows hosted 11.4.4 Seminars,conferences andinternational

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108 unique users accessed the

Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Sakai platform retains top ranking retains platform Sakai its user experience since 2019. The an Sakai interactive platform provides and flexible learning environment and array of resources to eTools enhance offering face-to-face lectures. an iKamva can be accessed on phone a via a computer, normal tablet browser or or with mobile the Mobile Application. In use 2020, 29 of the Android platform, and an estimated 1 900 people access the platform the use of effective our believe we world, the around universities the successful teaching, and especially learning and for platform response of the iKamva system to the expanded need of UWC for blended learning as a result of the pandemic restrictions in forward. forward. our our purpose during a disruptive crisis, but is a suitable platform from which to launch our exploration of digital learning going wards significant and achievements wards A faculty and team the IT between Collaboration success. impact is the deep level vital and was departments evident.” Sciences.” Natural of the Faculty where project transformative impressive, highly “A multiple departments academics across numerous “The faculty congratulates Dr Juliet Stoltenkamp, Director Director Stoltenkamp, Juliet Dr congratulates faculty “The of recipients who are team, the CIECT and the CIECT of the of roll-out effective extremely their for Award,

Teaching Innovation Award Innovation Teaching 11.4.5 Science 2020 Learning international receives UWC Of the CIECT’s submission, the judging panel said: submission, the CIECT’s Of The The Dean of the Natural Sciences Faculty, Prof Mike said: the award, for the CIECT Davies- who nominated Coleman, laboratory laboratory simulation programmes. There were 41 nominations from universities around the world, and UWC was one of five finalists. 12 from selected winners page186 tmlts rwh opruiy n epnin bt s this as but expansion, cleansing and physical opportunity of growth, process stimulates The passages. of and painting foyer and the repairs necessary the receiving of building interior the the with year academic new the commenced We at this unit. offered drama and dance music, of disciplines arts performing transformed new,a intorefurbishedcreative space that encouragewould the being by growth and expansion vision, new the nurture to repurposed be to needed It streams. arts performing Faculty of Theology and the building was not conducive to these dance include and drama. However, to the current space programmes was previously the music the expanding includes vision would be articulated and systematically implemented. The CPA’s when the new vision for the Centre for the Performing Arts (CPA) year the 2020, in unfold to adventure new the for enthusiasm and excitement energy, with report reflective 2019 the ended I 12.1 D HENRIE Period: January —December 2020 C H D IRECTOR ENRIETTE ENTRE IREC

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A RTS : F ORMIN 12.2 L scenarios. examinationconcertsclassrooms, and in virtual performing and teaching in together socially- music making the of way and different distanced review, 2020 the in learning and to teaching relating content increased the is difference significant the When one compares the CPA’s 2019 and 2020 reflective reports, environment when we return, in the near future. refurbishment, renewal and revival is the preparation for the new The spaces. global physical of boundaries the beyond goes unprecedentedcleansing that the learnt we crisis, global this faced Through pandemic. COVID-19 we concluded, process My reflection on the previous year compelled me to highlight this that what the heart desires, God inspires, because among all the believeTerence specialist, I ITPretorius. then and Stoltenkamp, UWC the on registered not were who students CPA for access Marchhow2020,discussing began I we able createwouldbe to 29 on extracurricular, areCPA the by offered courses the Since in the most extraordinary manner. on the iKamva platform. The COVID-19 pandemic catapulted us into various discussions with the CIECT on ways to include music entered had CPA the years, preceding the Over normal. new a positively, build on the foundation of the previous year and create COVID-19pandemic the approach to chose team teaching and As we embarked on the 2020 academic year, the CPA’s learning our almostimmediate reality: sparked into action due to the COVID-19 pandemic and became R

performing artsportfolio’. movement, drama and theatre-in-education to the include the other performing artsactivitiessuchasdance, and new emerging technologies. Inaddition, we need to led interventions and the Fourth IndustrialRevolution changing learningand teaching environment, research- music andinclusive education as we prepare for a meet the changingneedsof musiceducation, community Programmes inMusicare due for review andneeds to ‘Academically, the Intermediate and Advanced eport 2020 EARNIN G G

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eview R urriculum stringent stringent COVID-19 protocols, while the moderator assessed the students online (also due aligned to to protocols) COVID-19 teachers, and examiners students, moderator voice The age. her hindsight, In online. completely assessment voice the completed this was the most challenging part performers of the experience assessments. nervousness All prior performance, but with time and practice, performers learn from to and during their a experiences and develop coping mechanisms. With online assessments, students demonstrate their practical proficiency technology the managing and preparing while instrument the on Programme in Music and Advanced Programme in Music. These These Music. in Programme Advanced and Music in Programme development and training the facilitate to designed were courses as music completing learners practitioners, music community of a matric subject and wishing to register at UWC faculties while pursuing music studies, and learners still attending school or any other higher education institution. The Education. Continuous under and accredited programmes extracurricular are Academic Vice-Chancellor: Deputy C The two accredited music courses offered are the Intermediate borders borders re-open and international examining bodies allow their examiners to travel internationally. They have both assessments. year-end achieved their distinctions in and currently Director of Symphony Orchestras at Orchestras Northwestern Symphony of Director and currently University, Chicago, USA), who Canada. Andy and Amy are preparing the for Teachers’ Toronto, had recently relocated to arise unexpectedly. All of these add situation. The examining panel to was patient during this process, an already nervous and required as problems troubleshoot to students the enabling conditions. these new under best performance their give to The senior students’ online practical assessment needs noting as one of the new normal adventures. performed Andy his Matima piece at (voice) the CPA. The second candidate, Amy van Rooi (violinist) resides in Kimberley. Her lecturer, Anna van Niekerk, lives in Bloemfontein and Amy commuted there bi- weekly for her lessons (pre-COVID-19). For to the The travelled works. CUT campus where Amy her lecturer her assessment, backing track, the mobile device set up to link with the examining examining the with link to up set device mobile the track, backing panel, synchronicity issues and the unexpected glitches which The The practical assessments, jazz piano and Reeds followed the blended learning approach, with examinations students at performing the their CPA with the examiner present under The The academic year concluded on Theory and History of Music & 2 Form all completed on iKamva. December 2020 with the students through a new mode of delivery. This remains a challenging and we venture exciting will continue engaging with meet. the reality vision and the until Chopin, Rachmaninov and others all have a well-documented re-align, to platform the with us provides teaching Online history. re-imagine and create a curriculum that excites and engages relating to the case. Similarly, in music, Bach, Mozart, Beethoven, Beethoven, Mozart, Bach, music, in Similarly, case. the to relating students students to keep and continuity the education process on track the programmes, and the Theory relevant and History of Music with worked lecturers closely him in loading the content. During this transition phase, distance learning took place with the the iKamva platform. We allowed ourselves the remainder of the term to capture the content in order to implement the new designed Pretorius Terence semester. second the during platform Amid all the excitement and enthusiasm, we were realistic in acknowledging the volume of work to be designed for use on who is a guitarist. continues Terence to journey with the CPA’s learning and teaching team in reaching milestones that could scripted. been have never IT IT specialists on campus, I was Pretorius introduced to Terence presentations that the penny dropped. In law, cases go to trial and trial to go cases law, In dropped. penny the that presentations able to experiment and navigate various styles. none However, really suited the vision. It was during the UWC Academic Week Theory Theory and History of Music & Form required a different mode iKamva the on working when teaching face-to-face to delivery of platform. With Pretorius’s Terence assistance, Anel Galvin was Anel has become central to online music at the Theory of CPA. 2020. July on 14 on iKamva live went Music Anel Galvin, who teaches reed instruments, Aural and Theory, was the Music first staff member to receive intensive training on iKamva. Having grasped this opportunity with both hands, data data became a The this challenge. benefit that was approach of on advise and design course the understand to able was Terence be used on iKamva. to tools and the best approaches page188 the most. The school had very little access to the learners as, learners the to access little very had school The most. the them affectedCOVID-19 pandemic the schedules, teaching the into settling started just had learners the As tuition. group for appointed the brass teacher and Senior Phase students selected programme’ssinceappointedthe inception.HerniceHeyns was instruments (rhythmic and melodic percussion) with Anel Galvin Development Childhood Early Orffprimarily using Blind, forSchool Athlonethe the at learners blind and impaired visually to offered been has tuition music 2017, Since (Belhar). School Special Oasis the (Glenhaven)and Blind forthe School Athlone support artistic services. with artists support to ways also but different genres, for access provide will discipline each Furthermore, talent. artistic its develop to community university broader the Theenvisaged refurbishedspaces createwill opportunitythe for no longer only be focusing on music, but also dance and drama. A significant change in developing curriculum is that the CPA will for the CPA. curriculum and newvision the in embody to need weattributes the are These dispensation. different a during arts the for spirit fighting and tenacity the students), and (lecturers department, people the this of significance historical the understand to highlighted. Webe ofneeds to departmentethos need that this the is It remembering. requires that (1975—2001) Department create the ‘new normal’, there is the rich legacy of the UWC Music When developing the curriculum, I am mindful of the past. As we C community’s needs. context of the broader university campus, while still meeting the occupythe CPAwithin to the wishes that space and newvision ofmode matchdelivery learning the to changedblended tohas be the as option. potentially best the considered not could was review a extended, date expiration the Although content. curriculum this of overhaul complete a in engaging are we but platform, online the on use in still is structureabovecourseThe Table 31.Course Work Advanced Programme Programme Intermediate Programme in urriculum development M usic Theory Practical Theory Practical C ourse W ork 3 &4 or Performers’ 1 &2 1—4 M usic Grade eodr wr dntd n 09 y i Geqir, Belgian a Ghesquiere, Rik by 2019 in donated were The recorders clarinet. and recorder percussion, in music tuition provides instrumental Galvin Anel continued 2020. we in programme and music 2019 the in intervention music a requested learners challenged intellectually for School Special Oasis The were we unable to interact Unfortunately, with the learnerssince March 2020. school. to from and get to transport government-allocated on relied had learners needs special the of majority the age, young and impairment visual their to due by filling them with rice instruments or sand to provide different sound textures. percussion make to containers cardboard or plastic as such items household use to how learners showing video short a created Anel and parents and learners the with education interact Facebookto the used teachers The delivered. in being packs them included and worksheet the school Theprinted learners. the for worksheets provided Anel when bandwagon the joined literally CPA UWC and parcels the with needy to delivered be learners. The to teachers used the opportunity to sendschool work parcels food for Special arranged Oasis School of principal the use. lockdown, good national to the put During been have and conductor, and trumpeter helpful inenabling these interventions. tf mmes Ad Mtm ws pone a a full-time a as appointed was Matima Andy members. staff permanent full-time, threeof consists team administrative The Learning and Teaching Team 12.3 ST no suitably qualified teacher for astudent residing inKimberley. A violin teacher from Bloemfontein was appointed as there were School. Special Oasis the and Blind the for School Athlone the schools, needs special two the at and Campus Bellville the on particular the semester. The forpart-time teaching staff registration work at the student CPA the professionals’ on depend instrumental renewals contract The members. staff contracted short-term part-time, all are team teaching and learning The History of Music&Form General Musicianship Aural training Performers Diplomaincludesarecital Instrumental or Vocal, classicalor jazzgenres History of Music&Form General Musicianship Aural training Technical (Scales, studiesandexcerpts) Instrumental or Vocal, classicalor jazzgenres Subjects AFF page 189 | Reflective Report 2020 Report | Reflective

George Werner George Matima Andy Andy Matima Andy Hofmeyer Soraya Anel Galvin Sean Kierman Galvin Stephan Werner George Matima Andy Jones, Arno Anel Galvin Visagie Noelene Werner George Anel Galvin (Bloemfontein) Niekerk van Anna Anel Galvin Anel Galvin Henriette Weber Henriette Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy ampus C ampus C Noelene Visagie (retired Music Curriculum Advisor) Music Curriculum (retired Visagie Noelene Beau Soleil Music Centre) Reeds, (Head: Rojas John University) Stellenbosch Brass, Kierman (Head: Pamela Town) Cape of University lecturer, (jazz Johannes Shaun Music Centre) Pietersen Frank Voice: piano and (Reeds, Jones Arno ellville imberley imberley K B eeds Learners N xaminers E ssessment Team ssessment A oderator and oderator usic for Special Special for usic dministration Moderator M UWC Community Chamber Choir Chamber Community UWC Ensembles Combo Jazz UWC School, Belhar Special Oasis Violin M Glenhaven the Blind, for School Athlone Improvisation Facilitator Online – Teaching and Learning Theory & Aural & Theory Music & Form of History Percussion Piano Jazz Voice Learning and Teaching – – Teaching and Learning Reeds Brass Coordinator Administrator A Director centres, professional orchestras and education departments. and education orchestras professional centres, Student Student Assessments take place twice a year in June and November and the panel remains constant for each assessment schedule. The music the practitioners examiners all active in are are or music community respected including education universities, music sector, page190 369&id=100000010907253&sfnsn=scwspwa UWC CPA affiliate membersandUWC CPA students. Choir, WindworxChamber Community UWC Ensemble, the Wind Symphonic by performed music festive popular included the UWC Main Hall on 20 and 21 November 2020, and went live TheDVC (Academic) ConcertChristmas Annual wasrecorded at 6 on aboveplatforms the on livewent and 2020 October 19 on CPA the at recorded was Concert Annual (Academic) DVC The https:// 2020. September 18 youtube/8vsj0MVBDSw on platforms Facebook and online regularon the had consultationsand training Galvin Anel Computer CPA the at staff Unit and Engagement CPA the Community for training G-Suite Google Hart the facilitated Dr also staff, administrative responsible the for Hart Cornel Dr by facilitated Workshop Systems Reporting the Following Staff Development at recorded was Concert Virtual Week Academic UWC The Performances (CIECT). 12.4.1 Publication 12.4 S needed to bepostponedand will resume inFebruary 2021. of BEd programmes. Due to the COVID-19 pandemic, this project subject acrossdomain Humanities Foundation,the IntermediateSenior and Phases the in choir) and (dance arts performing the of strengthening the investigate to is project research this of aim 2020.TheMay in start to scheduled was(Dance), which Badenhorst Dirk and (Music) As van Alta Dr with collaboration in ProjectResearch Performing Arts the in participate to invited The Wits University Education Faculty and Henriette Weber were 12.4.2 the activitiesandcurriculaoffered at the CPA. all in foregrounded is engagement community where UWC to teaching her Department, return her and organisations Music arts in and schools UWC at experiences the at student a as bushes’as the Bushthe College, her journey education music in family’s her from journey displacement herunder the Group Areas Act, charts the location of UWC ‘in Weber chapter, her In The publisherscover blurbpartly reads as follows: education anddisplacement. townships. In Vu, K.T. (Ed.). Weber, H. (2020). Taking back Cape Town: Music education in the about andpractise their artsrelative to displacement”. that challenge the ways musiceducators andlearners think stories of progressive and transgressive musicpedagogies practitioners andsilenced voices to share theories and “This book aims to create opportunities for scholars, CHO R esearch L AR A S ctivities HI P My body was left on the street: Music Netherlands: Brill. page 191 | Reflective Report 2020 Report | Reflective

onclusion Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy We We can proudly say schedule that regarding curriculum both goals semesters and implementation of assessments. the concluded new The normal on and commitment, dedication, our the without achievements possible be to not would date learning team, teaching and a the CPA of and tenacity resilience group of highly skilled, extremely competent music educators with vast and varied teaching experiences in basic and higher education and community music. We started 2020 with face- national the following learning distance to moved tuition, to-face lockdown and concluded the year with the final assessments written completely online and practical assessments that were blended (real and virtual, dependent on the students’ internet connectivity). Thanks to the support, (Academic) advice Office, and Campus guidance Protection of Advancement, Service, the the Institutional DVC CIECT virtual and successful three created we vendors, all and Management Audiovisual Services, Venue environment. within a safe concerts C remain teaching and learning learning, higher of institution an As the received we (Academic), DVC the under unit a As priority. our support of the DVC (Academic) Office, the CEU and the CIECT to strategise, liaise, implement and assess years. in academic programme the most successful in resulting the new normal, the CIECT, Dr Juliet Stoltenkamp and her team, for their guidance guidance their for team, her and Stoltenkamp Juliet Dr CIECT, the and support. As I write this, I and excitement still the feel enthusiasm energy, I witnessed and experienced during this period of online lockdown, learning and an engaging educational experience at so many levels. My wish is that we carry the desire and passion to did in 2020. we way the expectations own our exceed rts A ork and the ork and W students and differently-abled learners. and differently-abled students virtual concerts in which they performed. marginalised We financially towards contribution appreciate annual Ackerman’s Mrs well well as the UWC Jazz Combo. Due to the pandemic, COVID-19 we had less interaction with the schools and more funds were utilised for the UWC Jazz Combo in preparation for the three managed by UWC Business Innovation. Business UWC by managed sponsors Ackerman the Special Mrs Wendy Needs programmes at the Athlone School for the Blind and the Oasis School as due to the pandemic. Students registered at the CPA receive a contribution towards their studies from this bursary which is artistic development. The Myra Chapman Education Trust has supported the since CPA 2010. We appreciated their support in constraints financial facing were organisations many when 2020 Donors students’ CPA the support who donors two acknowledge to wish I CPA. CPA. Originally scheduled for July 2020, this research project was postponed to June—July 2021 as international travel was period. lockdown the national during prohibited Bochum, Germany. The research project will include UWC and Bochum University students, together with students from the research research project titled, ‘Social Work social inclusion’ and with the herself and Arts: Prof Thomas Towards Greuel of the Social Social Prof Marichen van der Westhuizen of the Department UWC requested Social Henriette Weber Work to collaborate in the page192 D Period: January —December 2020 AN D DR SUBETH D IRECTOR R IRE S D S UBE

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E o civ te IOP the achieve to interventions forfurther plan to and progress faculties’ discuss of the IOP 2016—2020. The Directorate of Teaching and and Teaching of Directorate The 2016—2020. IOP the of 21st implementation the the guide to plans rolling ofthe one centuryas for Attributes Graduate of Charter UWC associated at UWC. purposes. coordinatedarecoursesTheseby Directorateand the prepareforprobationaryportfoliostheir to participants mentors and assists programme The UWC. at learning and course teaching on induction staff introductory academic an completed new have by they once attended is course This portfolios. learning and teaching their develop to them assist to faculties September in online, out rolled be to first the and programme had to bescaleddown or moved online. which of many activities, out rolling to challenges additional uig hs eid f okon a Atn Drco o the of Director Acting an lockdown, of period this During programme online. higher in teaching and education (HE) learning while universities rushed to move their academic for normal’ ‘new government a African created South the by implemented regulations In 2020, the COVID-19 pandemic and the subsequent lockdown I 3.1 D hs er akd h svnh trto o te Towards the of iteration seventh the marked year This Director Acting The appointed. was Pather, Subethra Dr R ntroduction SS IREC eport 2020 T OR ’S G, ol. h CVD1 pnei brought pandemic COVID-19 The goals. O V ER TEA V IEW C HIN G page 193

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U G, T G, s D P t eadiness eadiness for R AN SS alendar: C G EARNIN UCCE L The NATRC is a jointly hosted event of UWC, cademic The TAU Fellowship Programme is a national dvancement at A T S T OF A ccomplishmen S ) 2020: EN A U cademics Transitioning into ENHANCIN D A T RC T U A nline Survey of Student ew ew evision evision of NA Programme: expertise of our past TAU fellows in any institutional teaching and learning projectsto enhance student success. N ( CPUT, Stellenbosch University and UCT. The student protests of 2015—2017 and the 2020 COVID-19 pandemic prompted academicsmany engagetoreflecting,processa inof reframing Academic Vice-Chancellor: Deputy 13.2 13.2 ST ST 13.2.1 Teaching by the DHET. Prof Rajendran Govender and Dr Karin Chinnian were nominated to be part of the TAU fellowship programme for 2020. It is recommended that the institution uses the their their own delivery of their modules. The key focus was to keep and relevant. tasks simple, uncomplicated R March 2020 to determine possible the scenarios regarding start 2. A unanimous date Term decision for was made in support of for planned catch-up with 2020 in year academic the concluding December 2020 and January 2021. 2 Term commenced online April 2020. on 20 O the lockdown was announced In March the 2020, DVC the (Academic) office undertook an of institution-wide survey to determine student readiness for online learning with regards to faculty respective its given was faculty Each access. and resources with results together the institutional report. It was advised that lecturers use the report and faculty data to start departmental conversations to address how to move forward and offer their was It students. all to accessible be would that way a in modules time for academic staff to be innovative and creative as well as inclusive and sensitive to our students’ needs as they planned In early April 2020, a communication lexible lexible Learning Plan: learning and teaching, faculty champions and Teaching and tasks given during the lockdown period. This allowed lecturers the time to plan for remote learning assist April staff 2020. To with planning for flexible and and remote teaching from 20 provisioning provisioning during the lockdown period. flexible A learning and teaching guide (online) was developed. A consensus reached at assessment and lectures no be would there that indicated USAF went out advising all academic staff to devise plans to deliver an deliver to plans devise to staff academic all advising out went and learning flexible of form one as programme, academic online to to help academics and students with online engagement and left behind. was no student ensure F Success during a time of crisis. To ensure a less stressful transition transition stressful less a ensure To crisis. of time a during Success into learning and teaching operations period, the following guidelines during and activities were put in the place lockdown forward the strategic plan in a grounded and in-depth fashion this process was to reduce the burden on the CIECT staff while simultaneously allowing lecturers to faculties. be respective their in colleagues supported by their the-trainer the-trainer workshops provided by the The CIECT. intention of In 2020, the fourth implementation of the Postgraduate The The remainder of this report outlines the main 2020 activities on a regular basis to their Faculty Boards regarding teaching and teaching regarding Boards Faculty their to basis regular a on faculties. their to pertaining matters learning practices in higher education. education. in higher practices participants participants in the 2021/2021 cohort registered for the PGDip 2021, Stellenbosch University will coordinate this programme (UWC coordinated in 2018 and 2019). UWC presently has eight page194 online The staff. 2020 course was coordinated CIECT by Dr Dison, with and the collaborative Directorate the from specialists Table 33. Number of new academic staff members attending the Towards Professional Professional Towards the attending members staff academic new of Number 33. Table academic the Towards workshops induction attending members staff academic new of Number Table32. were days two first The lockdown. the to prior 2020, March 2—4 learninginduction workshop washeld onUWCthecampus from I on the NATRC programme. UWC from academic one had we 2020, In today. context HE the in academic new a be to means it what with engage and develop share, discuss, to together come to developers staff academic and academics new for platform a provided NATRC and silos to work of more some collaboratively. the institutional diffuse to of practice community and regional a create NATRC to is curriculum in aim overarching The understand crisis. of time a during HE in pedagogy they how reconstructing and ietrt of Directorate the by coordinated is course This purposes. probationary for Total Arts Dent Educat CHS EMS Science Natural F dcin o teachin to nduction F Year Arts Dent Natura EMS CHS Total Educat aculty aculty i stry i stry i on l i Sc on 15 1 0 3 1 1 5 4 10 M i ences ar teaching staff to develop their teaching portfolios portfolios teaching their develop to staff teaching

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0 4 2016 10 2 1 3 8 28 1 1 2 4 0 6 15 M 2 16 ar 2 2 4 3 2 1 15 Sept 4 18 8 10 2017 7 7 10 1 8 51 1 2 3 2 1 0 16 M 3 12 ar 2010 to 2020 as indicated in Table32 in indicated as 2020 to 2010 new 312 of from workshops induction attended total members staff A academic workshop. Forms. Google this using in done facilitators was Evaluation the from input attentive the and feedback appreciated highly was participants programme The positive. induction the very in participants the from Feedback h oln programme. online the in participated staff academic 19 of total A 2020. 30 November the till September 4 the from online ran programme The readings andmaterials onto the iKamva site. relevant all uploaded and created Toit Du Dr CIECT. the from online The 2020. September 3 to 2020 conductedAugust 11 from online was programme induction learning and teaching second The faculties. seven the participants, of all 18 from members including were There Health. Public of School the at was hostedat the ArtsSpacein Old the BuildingArts and the thirdday members participated in this course from 2014 to 2020, as as 2020, to indicated 2014 from course this in participated members 1 4 1 1 0 2 5 16 Sept 14 5 10 2018 20 11 3 4 17 70 3 3 2 0 3 2 4 17 M 17 in ar Table 33 Table 0 6 4 0 5 0 1 17 Sept 16 Development from 2010 from to 2020 0 6 0 1 4 0 3 18 M 14 . 9 11 2019 10 5 5 7 5 52 ar A total of 289 289 of total A 0 2 3 1 5 0 9 18 Sept 20 ShortCourse, 2014 to 2020 4 4 0 0 3 3 2 19 M 14 1 2 2020 0 6 3 1 6 19 ar . 6 0 0 7 2 0 8 19 Sept 23 e aaei staff academic new 0 4 2 1 4 6 1 20 M 18 ar 27 39 Total 65 31 34 22 52 289 1 1 3 0 0 1 0 20 Sept 6 28 39 37 26 56 48 78 Total 312 page 195 well as convincing all authentic The learning. as A A R3,7 million Michael & and | Reflective Report 2020 Report | Reflective oundation: oundation: F teaching and learning in higher education within o t hallenges ichael ichael & Susan Dell Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy C The pandemic has brought into focus the need to be flexible, creative and present in our teaching and learning. More work blendedcomingyearson the donein be needsto and flexible teaching and learning the use of approaches, inquiry-based teaching open pedagogy and their disciplines. faculties to recognise the contributions research of scholarship and learning by researching in disciplines curriculum should include evidence-based practice, students the COVID-19 the pandemic was COVID-19 to awarded UWC for a six-month period. The focus of the COVID-19 the grant during was students undergraduate to to support strengthen student the virtual more engaging mentors and tutors through including pandemic, a created engagement that This with needed students support. narrative Three to UWC. belonging and connectedness sense of reports were submitted to the Foundation on the outcomes reached. M during to support success student grant Dell Susan Foundation on D teaching AN G EACHIN T The DVC (Academic)The DVC instituted OF P wards: As As reported earlier, UWC was awarded A HI S Deans of Deans of During the COVID-19 pandemic, Teaching AR L G CHO courses. EARNIN aculty aculty webinars: members from the CIECT who contributed to these F 13.3.1 Developing and promoting the scholarship scholarship the promoting and Developing 13.3.1 success student and learning and teaching of 13.3 S 13.3 L and academics were recognised for excellence in teaching and learningfacultiesin andinstitutionally tookplaceonlineApril in 2020. with each other and the institution as reward a whole processes. in The academic fourth annual event where students Teaching and Learningteaching awards that are formally recognised and aligned online learning, teaching webinars and on assessment. online Cross-faculty assessments were conducted in the Specialists, Deputy following areas of support: of areas following to to improve student success. is UWC’s named Siyaphumelela Phumelela@UWC. It project will build on the framework for student institutional success and retention and focus on the a grant of $1 million for three years by the Kresge Foundation, SAIDE a Network, 2.0 Siyaphumelela in partner to UWC enabling analytics and data analytical of use the on focuses that initiative sharing among colleagues was insightful and valuable. and insightful was sharing among colleagues Siyaphumelela Project: page196 lecturers trying to doitinisolation from colleagues. graduate attributes through programmes rather than individual embedding on be can focus the whereprocess, this assist will realised by the students. The re-introduction of HOD workshops the curriculum provides opportunities for these attributes to be ensure and attributes graduate the with involved be to need ofdepartmentsofstaff, focusnewthe members but whole be embed graduate attributes into the curriculum the into attributes graduate level embed collective and individual an on engage to need Staff Challenges Graduate Accomplishments academic programmes and curricula 13.3.3 in completed S Dr with was module AHE the coordinated UWC 2020. (AHE) December Education Higher in on module Assessment second The 2020. April in completed was HE in in E Learning and Teaching on Diploma Postgraduate Accomplishments informal and formal through learning and teaching Professionalising 13.3.2 academics uh s rtcl n multimodal and critical as such The need to concentrate in-depth on specific graduate attributes into their academic planning. This development attributes was followed up graduate embed to staff academic assisted course participants six with programme the on participants 23 of total a is ThereHEIs. CPUT, participating and the UWC Stellenbosch, staff andstudents participating. 300 over with attended well was Week Academic virtual The was as follows: September2020 September18 to 2020. The focus fordayeach A and offered by Stellenbosch University in2021. The last core module is Research methods, which will be hosted ducation: cademic Performing Arts. E mbedding graduate attributes into W A ttributes: eek: Academic Week 2020 was online from the 14 the from online was 2020 Week Academic li t eracies education education a ietfe by identified was . It cannot just cannot It . for

H igher t o participated in tutoring at all. not This affected the delivery did of some or data personal own their used tutors Many online. allowdatato tutoring no and deliverydata insufficient ofdata, unreliable included tutoring online with 2020 in experienced Challenges accessible. easily and application low-cost a is it as WhatsApp,was fortutoring used tutors most that platform two.Theand one Semester in tutoring online in engaged were tutors 784 of total Atutoring. online in participate to them for tutors to provided was Data students. and tutors for difficult was tutoring online to transition The Office. (Academic) DVC in Director Acting been has who Office (Academic) DVC the Tutor heavy data, of lack connectivity, change, programmes, career in courses, changes to related examination mid-year the after two Semester in students first-year by experienced challenges the of Some stress. and connectivity data, laptops, F Accomplishments teaching andstudent success 13.3.4 Develop an infrastructure for learning, udn ad rnpr. h lte pr o Smse one Semester of part latter The transport. and funding accommodation, food, as such needs basic to relating issues with including campus, of fewweeks first the in support more request usually time first the for university entering students First-year two. semester in 430 to semester first the in 859 from decreased programme mentorship the using students first-year of number The faculties. seven the across students first-year with engaged mentors first-yearForty-five faculties. irst-Year E hneet rgam (T Programme nhancement E xperience Programme( xperience F Y E E P): ): hs rgam is programme This This programme is in is programmeThis page 197 | Reflective Report 2020 Report | Reflective

producing producing multiple distinctions as first-time university students, especially under the restrictive COVID-19 pandemic and online learning environment. There was a 100% pass rate from the include flexibility, innovation and creativity while being mindful of of mindful being while creativity and innovation flexibility, include circumstances. their and students our support services. informative webinar on 30 September 2020 that promoted Deputy Vice-Chancellor: Academic Vice-Chancellor: Deputy Conclusion Working during a time of crisis has opened the door to opportunities to many change how we deliver our curriculum. Moving forward, we will have to review how we implement the goals of and teaching have been mainly focused on the disruptions caused disruptions the on focused mainly been have teaching and technical by limitations such as issues. network-related This has been an ongoing challenge in the mentoring process. Another major concern is that learning internet, the to access online have will student the that knowing assessments are implemented materials and other forms of assistance. Therefore, traditional sit-down exams are still considered a more reliable account of knowledge gained. On the other hand, the PDOP participants users. computer competent technologically more become have track academic performance and to identify students who are performing poorly and may require intervention and support passed passed the with assessment results 68% above and qualified for would like to express appreciation to the DVC (Academic), Deputy Deputy (Academic), DVC the to appreciation express to like would Programme Programme (PDP) participants who first-year are students at UWC is ongoing. All currently students on the SSIP registered regularly receive mentorship, guidance, webinars on adjusting to online learning and learning support (assignment, essay writing, first semester of report A exams). skills for and study preparation to to achieving UWC’s teaching and learning goals pandemic. the COVID-19 during environment in an online The 2020 academic year was challenging for and staff,university management. students However, we are appreciative of staff members who have taken the time to reach out to studentstheir and include students’ needsmodule delivery. in their planning on nhance epistemological access through through access epistemological nhance entre: entre: E C riting Rambharose. The main highlights over this term was completing completing was term this over highlights main The Rambharose. Accomplishments responsive learning, teaching and student and student teaching learning, responsive programmes success 13.3.5 13.3.5 tutors participated in the Academic Week Day 1 programme. 1 programme. Day Week Academic the in participated tutors W modules that depend on tutorials to supplement online delivery delivery online supplement to tutorials on depend that modules connectivity poor had too students Similarly, modules. formal of or no data to participate in the online tutoring sessions. Some with the UWC Writing Centre has been extremely beneficial to was was introduced in the phase of the PDOP to provide academic writing support to the PDOP participants. The collaboration academic readiness. Upon completion, the UWC Writing Centre conversation or a WhatsApp call. The Writing Centre also worked worked also Centre Writing The call. or a WhatsApp conversation collaboratively with the Faculty of Education and students. Honours with BEd workshops writing conducted individual feedback on their writing. They emailed drafts of their work to the Centre and was feedback given using the MS Word Comment function. This would be followed up with an online working working with on projects some collaborative individual faculties, total A assistance. for Centre Writing the approached also students and received tutors Centre Writing with consulted 46 of students in in response to requests from There lecturers. has been positive Besides students. for processes these of value the about feedback is is managed by Dr A Dison. During 2020, with on feedback online writing. students assisted drafts of their the Writing Centre class, whole a of tasks writing the on done was work this of Much Deputy Vice-Chancellor: Academic

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