Students gain practical experience while serving the community

by Dr Martina Jordaan

In 2005, the Faculty Since community-based learning Objectives, outcomes and was not included in existing modules assessment of Engineering, Built at the time, it was necessary to establish a separate new module Some of the critical cross-field Environment and Information to cover this field. One of the outcomes stipulated by the South complicating factors in developing African Qualifications Authority Technology (EBIT) at the such a module was the demanding (SAQA) are that students should be time schedules of EBIT students. FEATURES University of encouraged to think for themselves and be able to work in teams. introduced the community- The Community-based Project Importance is attached to the (JCP) module is offered on an acquisition of general intellectual based project as a open-ended and project-orientated skills, communication skills, time basis. Students have the option management skills, and attitudes compulsory module in the of attempting the eight-credit (40 and values. The Community- hours) module in any one of their based Project module tries to students’ undergraduate undergraduate years of study, but accommodate these issues as preferably not during their final reflected in its objectives and curriculum. This initiative year. learning outcomes. was a new endeavour for the Depending on the specific nature The main objectives of the module faculty and the first of its kind of the project, it can be attempted are as follows: during the course of a semester or for students in the disciplines during vacation time. Projects can • The execution of a community be done by students individually or service-related project, aimed of engineering, the built in teams. The faculty encourages at achieving a beneficial impact multidisciplinary project teams that on a chosen section of society, environment and information consist of team members from preferably, but not exclusively, different schools and departments by engagement with a section of technology in . in the faculty. society that is different from the student’s own social background. Students choose projects in an area they feel passionate about, • The development of an while also considering the needs awareness of personal, social of the community. Popular projects and cultural values, an attitude include computer training for to be of service and a deep community members, designing and understanding of social issues. uploading websites for non-profit organisations, assisting secondary • The development of important school learners with Mathematics multidisciplinary and life skills, and Science, renovating rooms in such as communication, orphanages, and designing and interpersonal and leadership skills. building jungle gyms. Depending on the nature of the This module was formally accredited project chosen by the student, the by the Engineering Council of South main learning outcomes of the Africa (ECSA) in 2006. Since its module are demonstrated when the inception, the number of students student exhibits the following: enrolled for the module has grown from 238 in 2005 to 1 459 in 2010. • A deep and broad understanding The number of projects undertaken of the social issues relevant to in the various communities the project increased from 47 in 2005 to 445 in • The ability to communicate 2009. effectively with the community at large

FEATURES 18 INNOVATE 5 2010  Students who have completed the Community-based Project module can enter the world of work with a better understanding of the needs of the community.

• The ability to communicate project proposal, self-assessment, has a strong influence on the effectively through writing and peer assessment and assessment academic and civic engagement presentations by a supervisor from the community, that follows, and allows students to • The ability to perform leadership as well as the community-based engage in problem-solving, decision- functions lecturer, during the execution of the making, planning, goal-setting and • The ability to work effectively in project. helping others. Students who are a multidisciplinary environment dedicated to their projects develop and to perform critical functions It also includes three reflections a sense of social awareness and written during the project, a report in usually feel responsible for the In assessing a student’s project work, the form of a blog, and a presentation continuation of their project and the the mark allocation is based on what to the project coordinator, peers and partnership with the communities. the student has learned and the the community in which the student extent to which the learning outcomes was involved. To ensure the sustainability of have been achieved. The final mark projects and students’ involvement earned is a reflection of the quality Ensuring sustainability in the communities, a mentorship of learning achieved rather than the programme has been established nature of the service provided. One of the greatest challenges where students who have completed of the module is to ensure the the module become mentors to the Structure of the module sustainability of the module, as well following year’s cohort. as the sustainability of the projects Although the main focus of a done in the community and with These mentors ensure the community-based module is service the community partners. At the continuation of their projects by to the community, students are end of the project, the students’ assisting the new entrants to required to complete assignments participation may end, but the the module in executing their and reflect on their experiences. communities’ realities remain. projects and assessing them upon Assessment includes the attendance completion of their projects. of compulsory contact sessions, Giving students a say in the different evaluation and approval of the phases of the community projects

FEATURES 19 INNOVATE 5 2010 assistance. Students also identify possible new partners and projects.

To ensure ongoing engagement with the community partners, it is important to establish a good relationship with a contact person at an institution or non-governmental organisation (NGO) where the students will be doing their field work. An empathetic and dedicated supervisor or contact person on site ensures the successful execution of a project and positive feedback from the students.

The community partners assist in assessing the students on their project outcomes. This assistance is acknowledged in the blog reports of the students. Feedback with regard  Participating in the Community-based Project module helps develop a sense to module outcomes and possible of unity between the students. new projects is requested from the community partners. Attitude change involvement with the local community. As they implement Funding Community-based learning shows service projects, students usually students that they can make develop greater awareness of Most of the funding received for the a difference. It increases their social issues and the need for civic implementation of the community- confidence as citizens. Although responsibility. based projects is used for the the students’ collective actions are transportation of the students to not always successful, it teaches They often learn leadership, and from the communities. Some them to learn from their mistakes by teamwork and social skills, and corporate sponsors have come engaging in a continuous sequence improve their critical thinking and forward to address this problem. of action and reflection. analytical abilities. In the process, These companies take responsibility they tend to increase their self- for certain projects that are identified Community engagement is viewed confidence and self-efficacy. by the company. They then use the as valuable, useful, relevant and Feedback from students is very outcomes of the projects to meet interesting. Students become positive. their social responsibility targets. more engaged and acquire greater Such agreements are in place with knowledge and skills. It also Campus community partners Exxaro and Kumba Iron Ore. becomes more meaningful for students when they choose the issue A list of more than 500 community to address, when the issue requires partners has been compiled where analysis and problem-solving, and students may do their projects. when there is a personal connection These community partners identify with the community to the task at their specific needs and submit hand. Community engagement only them to the University each year. becomes meaningful for students when the service actually meets an New community partners are visited important need in the community. or invited to discuss possible new projects and developmental It provides students with needs. Many community partners opportunities for meaningful contact the University and request

FEATURES 20 INNOVATE 5 2010 Junior primary learners enjoy their reading corners

The vision of three students to create reading corners for learners became a reality when they carpeted the cement reading corners in three classrooms at the Irene

Middle Farm School as part of

their community project. These Community Engagement  The learners of the Irene Middle Farm School benefited from the students' work. reading corners are now warm The students carpeted the reading and clearing out these corners. spaces where the learners can corners in three junior phase classes. This included moving shelves, 2 Each corner was 3 m in size and cabinets, files and desks. The other retreat into the worlds of their allowed sufficient space to seat the big job was cleaning the floor in books and participate in other whole class. As none of the students preparation for laying the carpets. had ever laid carpets before, they Preparation included sweeping the activities there. had to plan their project really well area, scrubbing the floor (to allow in advance in terms of measuring, the adhesive to bond), washing the marking up the floor and applying allocated area (to ensure that no dust glue to the carpet. This proved to was left behind), and finally applying be much easier on paper than in the adhesive. practice. The students had to do a lot of brainstorming as they went along, On the last day, there was a great and succeeded admirably in creating bonus: a donation of books for the warm spaces where the learners school! The books were all brand could sit, especially on cold winter new, and added to the excitement of days. finalising the reading corners. The three students kept their tools so that The unforeseen practicalities they could maintain the carpets. In included surveying the three their words, “Mission accomplished: classrooms to decide on the we came, we saw and we conquered location of each reading corner those reading corners.”

 The learners received a donation of books as well.

FEATURES 21 INNOVATE 5 2010 “She was missing a carburettor when we first met.” With these words,

David Toma, leader of this

Community-based Project

(JCP) group, expressed just how involved 15 second- year civil engineering students had become with their community project: the restoration of a 1942  These civil engineering students spent over 200 hours restoring an old military vehicle. Marmon Herrington MKIV at the Swartkop Air Force Base The vehicle had been left out in the be involved in a project of this nature. open for many years in Cape Town. The FSAAFMS is involved in raising (SAFB), the oldest operational It was sent to the SAFB where it was funds and restoring old aircraft and provided with covered parking. The other old military items based at the air force base in the world. group’s goal was to get back to the SAFB, and supported the project all way it had been in its glory days and the way, providing advice and raising to get it running like it used to. They funds to help with the restoration. kept all the original parts or replaced them either with identical parts or The group has spent over 200 hours on similar parts without changing any the restoration so far. This restoration of the mechanical properties (such not only saved a forgotten classic, but as the six-volt system on which it also contributed to preserving a part operated, which was replaced with a of the country’s heritage. generator, not an alternator). David says the group will continue At their project presentation for cooperating with the SAFM and the assessment, David regaled the FSAAFMS to help restore various audience with a magnificent slide aircraft, weapons, anti-aircraft show of the project since its vehicles and other ground support inception, with a hugely entertaining and military vehicles, as part of and informative commentary, and sustaining the impetus they created. humorous anecdotes. Watching a They will also act as mentors to the four-ton armoured truck being towed 2011 student group. uphill by a Nissan Micra was truly something to behold!

Walter Moll, vice-person of the Friends of the South African Air Force Museum Society (FSAAFMS), considered the students’ contribution to be significant and was impressed by the fact that the students wanted to

FEATURES 22 INNOVATE 5 2010 Eight enthusiastic students from the University of Pretoria were met with great excitement when they arrived at Sunnyside Preprimary

School – not least of all because of the soccer fever that had gripped this school! The students had planned to present ten days of hands-on mathematics, science and technology lessons for the little ones in the form of the Tekki Tots programme, which  Learners at Sunnyside Preprimary School discovered that technology can be fun. was developed by the Meraka When the innovative group of favourite songs like Old McDonald Institute. students finally got started, they and Big Fat Mama. Other fun used brightly coloured jelly tots to activities included organising data determine the preschoolers’ different using smarties (and, of course, levels of learning. The children eating them at the end of the lesson!) went on to make necklaces to learn and mixing and separating colours, about patterns and to learn to cut in which led to much experimentation, straight lines, they performed “magic not to mention the fascination at tricks” using cabbages and different seeing the colours separating before solutions to learn about acids and their eyes. bases, and explored the wonderful world of sounds and vibrations. This This is the fifth year that students culminated in the children creating from the University of Pretoria have their own special musical instruments taken the Tekki Tots programme and even forming a band, singing to this school. Other projects that are being undertaken at the school include revamping the sandpit and building a roof for the school’s entrance.

Headmistress Marietjie Engelbrecht commended the students and the University for initiating the JCP programme. She said that the Tekki Tots lessons encourage Grade R learners to think “outside the box” and that the one-on-one interaction with the students is invaluable. She looks forward to ongoing engagement with students from the  Shapes take on a new meaning. University of Pretoria.

FEATURES 23 INNOVATE 5 2010 The Thembisa after-school day-care centre takes care of 30 primary school children in the afternoons and during the holidays. This centre was established to provide the learners with lunch and help them with their homework. There are also volunteers who help the children with their mathematics  The students get hands-on experience in transforming the Thembisa day-care centre. homework, in particular. Four civil and mechanical each child, pigeon holes, cupboards engineering students from the and bookshelves. Almost everything University of Pretoria decided to was made from scratch, including the revamp the kitchen and dining hall of desks that were built and the pigeon the centre during their July holidays holes that were constructed. as part of their JCP module. They happened to have chosen one of Youth Day on 16 June was freezing, the coldest weeks of the year, and but the students kept warm by giving worked in freezing weather to finish the dining hall its final coat of pink their project in the allotted five days. paint and tiling the kitchen. The final They were lucky to have Pastor and day saw a lot of scurrying around Mrs Vilakazi who provided many to get everything finalised and the delicious meals during the week. place cleaned up. Only the four students were allowed inside the The students received many donations building until the “big reveal”. Pastor for their project, for example, a school and Mrs Vilakazi were amazed at the donated 30 table frames, a plumbing transformation. supplier donated a geyser, and a hardware supply company donated a Alerna Möller, a third-year civil whole range of fastening equipment engineering student, said the group and hundreds of litres of paint. was grateful for this opportunity to help the children, and to see how The space was transformed from an such a seemingly small endeavour empty shell to a warm, friendly room, could bring such happiness and joy with freshly painted walls, a desk for to so many people.

FEATURES 24 INNOVATE 5 2010 New basking space for at the zoo

Everyone enjoys a visit to the zoo, especially to one of the world’s top ten zoos.

The National Zoological

Gardens, located in Pretoria, was founded in 1899 and established as a national zoo in 1916. It receives in excess of 600 000 visitors annually. A group of seven construction  The tiger enclosure at the National Zoological Gardens in Pretoria is management and industrial transformed. engineering students decided During the July holidays, the project was an awesome learning pretty ordinary tiger enclosure was experience. It was a wonderful that building platforms in the transformed into a much more opportunity to give back to the interesting and engaging space with community. It was jam-packed with tiger enclosure would not only three platforms. This was quite a hefty hard work and fun. We helped the task at times, not just because of the community by using our time to build provide these big cats with heavy materials that were needed to something useful and beneficial.” a comfortable place to eat, build the platforms, but also because these materials had to be transported This project is just one of the many sleep and bask in the sun, but by hand from the lower level of the and varied projects the students zoo to the higher level where the tiger of the University’s Faculty of would also create a better enclosure is situated. Engineering, Built Environment and Information Technology have been viewing experience for the Digging huge holes, pouring cement, involved in at the zoo. Other projects drilling and hammering in the tiger have included building hammocks for public. enclosure under the watchful eyes the gorillas, renovating the suricate of the striped carnivores was quite camp, and building mufflers for the a chilling experience, but luckily noisy machinery. a ten-foot fence and a huge ditch separated the students from the Robynn Ingle-Moller, project ferocious beasts. coordinator at the National Zoological Gardens, says, “The The construction was concluded students are a huge benefit to the relatively quickly, thanks to the hard zoo, as they provide refreshing work of the group, and the three support to the zoo’s often overtaxed platforms were completed in just four Civil Works Department. The days. The students used big, juicy students are not the only ones to steaks to lure the tigers onto the benefit. The staff also gains insight platforms, but as tempting as the meat and knowledge on how to manage was, the tigers were still wary and took the students, while the students in their time reclaiming their territory. turn become tutors and mentors. In so doing, they gain important Industrial engineering student professional development skills that Christiaan Ehlers says, “Our JCP promote learning.”

FEATURES 25 INNOVATE 5 2010 A library that no one could use, with books in tatters and in complete disarray, stacked in dishevelled piles on shelves groaning under their unkempt load, prompted ten students from the University of Pretoria to jump in and transform this chaos into a true place of information. After the project had been concluded, the pupils of Tshilavhutume

Secondary School in Mapate  The disorganised library at the village in Thohoyandou, Limpopo, Tshilavhutume Secondary School is turned into an organised space. were able to easily access the The team was hoping to obtain library. The whole community was books they wanted to use. sponsors for their project, which really excited about the new library, was executed over four days during to the extent that even the primary the July holidays, but did not have school learners came to see the much luck. The only sponsor was library on the last day. the University of Limpopo/Venda, which donated shelves, tables, a The principal, MP Mathoma, says television set and microscopes, and the school “now has a library.” He provided them with transport. The was amazed at the transformation lack of sponsorship did not deter this of the previously unused, dirty committed, enthusiastic team in their space into this new, clean, orange overalls. They tackled this organised space. He says learners gigantic task with gusto, cleaning out now frequently use the library. the entire library so that they could The school is very grateful for this paint it and start stocking it from intervention. scratch. It took them two full days to sort out the books, working right Vinolia Teffo, a metallurgical through the night. engineering student, said that she wouldn’t trade this experience for Despite the lack of sleep and very anything. “JCP is really a good hard physical work, the students platform for students to be proactive found time on the last day to have in touching communities. I have a career guidance session with the learned that when people work Grade 12 learners. together as a unit they can achieve a lot and make a tremendous difference Their hard work paid off, as the in the lives of those they serve. The school now has a library it can be highlight of my experience was proud of. It can now be fully utilised when the community expressed their by the learners, who love their new gratitude,” she said.

FEATURES 26 INNOVATE 5 2010 Students in Construction

Economics, various role- players from the construction industry and the Berakah

Educational Foundation are currently involved in a community engagement project in East.

 Construction Economics students gain practical experience while serving the This project, under the community. leadership of Riaan The departments in the School for Work during the second semester was Jansen, a full-time lecturer the Built Environment are among the mainly done by Quantity Surveying many departments at the University students, as most of the Construction in the Department of of Pretoria whose students are Economics students had almost involved in this large-scale project. completed their required 40 hours of Construction Economics, Instead of each group undertaking community work. individual projects, students work was acknowledged as an together to gain practical construction The University’s close relationship management experience at two sites in with the construction industry creates exceptional innovation Mamelodi. the opportunity for contract research and the employment of students, to improve teaching and Viva Village houses orphaned and and enables the department to learning. Jansen received a vulnerable children, while the Berakah keep abreast of developments in site comprises a multifunctional the construction industry to ensure certificate at the biannual building that will be used as a better student education. Apart from preprimary school, a training facility, coordinating and providing student Education Innovation Awards community hall, clinic and church. It labour for the Berakah and Viva Village will also include a feeding scheme. sites, the Department of Construction for “learning by doing” for the The project is linked to the learning Economics also procured services and outcomes of construction economics material for the projects. impact this project has on subjects such as Construction Management, Building Science and The project is a high-impact project student learning and student Quantity Surveying Practice. and the first of its kind where suppliers, engagement. contractors, lecturers and students The first phase of the project was combine forces to make it successful. completed just before the construc- While practical work is usually tion industry closed for its annual reserved for fourth- and fifth-year December break in 2009. The sec- students, third-year students now get ond phase commenced in February an early introduction to site work as 2010 and was spread over 14 weeks the project involves the disciplines during the first semester. One day of both quantity surveying and per week was allocated to the project construction management. The value so as to ensure that the construction of the knowledge transfer between practice and theory were integrated students, lecturers and the community over this time. is immeasurable.

FEATURES 27 INNOVATE 5 2010 Initiative develops skills in the field of informatics by Kirstin Krauss

The Department of This forms part of a special Building capacity in Zithobeni community development project in the Informatics at the University department, known as the Informatics Following a special teacher training Initiative. This project was launched initiative that was launched with of Pretoria was involved in when the department noticed that so funding from the United Nations many academically disadvantaged a number of initiatives to Educational, Scientific and Cultural students experience difficulty in Organisation (UNESCO) in rural combine information and coming to terms with studies in a KwaZulu-Natal in 2008, UNESCO technological and business-orientated has provided the Informatics Initiative communication technology discipline such as informatics. The with another grant of US$8 000 for department also came to realise that teacher training at Kgoro Primary (ICT) research and teaching academically successful students School in . tend to move into lucrative positions to support community in industry, and are “lost” to the With this initiative, the Department academic world. of Information Science will partner development. with the Department of Informatics The aim of this initiative was to present information and to enable students to complete communication technology (ICT) their studies successfully, and to literacy and information literacy encourage them to continue with teacher training. So far, 43 teachers postgraduate study and eventually from both the primary and the become lecturers in the Department secondary schools at Zithobeni of Informatics. have attended two courses at the University’s Mamelodi Campus. The initiative therefore has the following aims: UNESCO has also requested the department’s assistance with • To identify and help undergradu- the testing of a draft media and ate students who experience information literacy curriculum difficulties in adapting to studies in the Zithobeni community. This in informatics curriculum, proposed by UNESCO, is • To identify and encourage under- not yet available in the public sphere. graduate students who may wish Therefore, the University of Pretoria to continue with postgraduate and the Zithobeni community have the studies and eventually embark opportunity of being the first to engage on an academic career with it. The teachers from Zithobeni • To inform students and staff receive this training free of charge. about what is happening in the information technology (IT) This is an exciting opportunity for industry the community and, as far as ICT for • To reach out to disadvantaged development research is concerned, schools and communities, and it is hoped that some useful results inform and support them with re- will be generated and published from gard to the impact and role of IT the experiences gained in engaging in their communities and in their with the community. personal lives According to the headmistress of To achieve these objectives, Kgoro Primary School, Mrs Phoofolo, the department offers special the school is situated in the tuition classes to students who of Zithobeni, 7 km north experience problems with the of Bronkhorstspruit and 60 km east subject, and exposes students to of Pretoria. It has 1 215 pupils, 27 lectures by academic visitors to the teachers and eight administrative department. staff members.

FEATURES 28 INNOVATE 5 2010 The Zithobeni community is disadvantaged in terms of social and economic life. Most people stay in informal settlements and are unemployed, making it difficult for the parents to pay school fees. There is a high level of illiteracy in the community. This makes it difficult for parents to be involved in the economic and academic matters of their children. The school has programmes on HIV/AIDS and presents regular awareness activities. The teachers try to make their learners and the community aware of the extent of this epidemic. The high number of orphans among the learners (41) is a further challenge for the school.  Buzwe Gxulwana, a master’s student in Informatics, assists the teachers from Zithobeni. Over the years, the Department of Informatics assisted the school by donating ten desktop PCs. This also completed. The Tugela Ferry Prof Trish Alexander and has enabled the school to create community is now ready to take over Zodwa Mahlangu from the a computer room that is used by the ICT initiative that was started with Siyabuswa community. The teachers to prepare their lessons and them. The success of the training is Siyabuswa Education Improvement to compile tests, examinations and reflected in the fact that the teachers and Development Trust (SEIDET) learners’ reports. who successfully completed their and the Department of Informatics training have gone on to successfully have had a long relationship in Continuing the teacher training teach nurses in Philanjalo to use terms of research and community project in Tugela Ferry MS Word. development projects that are related to a socio-technical view of The department’s involvement with a In addition, Dr Liana le Roux and information technology. local school in Tugela Ferry, a small one of her master’s students from rural village in KwaZulu-Natal, was the Department of Social Work and The following day, the learners from launched in 2008, when 24 teachers Criminology at UP will collaborate Tugela Ferry were introduced to from Lobethal Independent School with the Khayelisha Orphan Care Dr Jackie Phahlamohlaka. received training in practical ICT Centre in Tugela Ferry to support Dr Phahlamohlaka is a subject of the literacy. This village was identified the caregivers and to facilitate late King Mayisha III of the Ndzundza as one of the most economically training on child therapy for molested Ndebele people in Mpumalanga disadvantaged communities in South and mistreated children. Through and is a systems modelling expert Africa, and was in dire need of various continuing the friendships made, at the Council for Scientific and forms of development and support. more ICT training courses were Industrial Research (CSIR). He has planned for the remainder of the been involved, together with the During 2010, PhD research in Tugela year. University of Pretoria, in teaching Ferry formed part of the Informatics the community of Siyabuswa that Initiative. The first community In April 2010, eight Grade 11 learners tradition and science do mix. engagement endeavour for 2010 and two teachers from Lobethal was a teacher training project from Independent School in Tugela Ferry The success story of SEIDET and 6 to 10 April, where the teachers had the opportunity to visit the meeting Mahlangu and received training in MS Word and University of Pretoria. Dr Phahlamohlaka really inspired the MS Excel. The revision and training learners from Tugela Ferry. was finalised in July 2010, and During the campus trip, the learners the community-owned course was were invited to attend a dinner with

FEATURES 29 INNOVATE 5 2010