uitgawe 30- desember 2014

4de termyn/4th term: Desember/December 2014

Oppad met@ NWU OPVOEDINGSWETENSKAPPE

“Inspireer tot innovasie”

Spanboupret!

PPAD MET OPVOEDINGSWETENSKAPPE

Message from the Dean

Werkswinkels, konferensies & simposiums

Navorsing

Personalia

Studentenuus

Besondere prestasies

Algemeen

Inhoudsopgawe

PPAD MET OPVOEDINGSWETENSKAPPE INHOUDSOPGAWEPPAD MET OPVOEDINGSWETENSKAPPPE

Message from the Dean


When the Dean is not busy writing or presenting seminars during his sabbatical leave, he gives the right brain a workout too: he painted a series

called Finished with Tradition.


During the Scholarship of Teaching and Learning conference held on 30 and 31 October 2014 at the Mafikeng Campus, Profs Cornelia Roux and Elsa Mentz, Dr Jessica Pool and Ms Vivian Claassen led a panel discussion on the topic of curriculum making as scholarship for academic development in the Faculty of Education Sciences.

Quality curriculum making as a formal strategy for the Faculty

Prof Roux said in her introduction that “Strategic planning since 2008 has focused on embracing the positionality of Education and priorities we [as a faculty] identified for the twenty-first century student”. She continued that the need for a formal strategy originated to deliver on the Faculty’s strategic planning strategies in research and teaching-learning. “Curriculum making is an ongoing process and includes different spheres of life. Thus, we as scholars in education theory and curriculum development reassessed the way we achieve education goals for a scholarship in teaching-learning.” Prof Roux added that, to ensure all facets of curriculum making (development and progress) are included in developing a curriculum, the Curriculum Development Plan (CDP) was compiled in 2013.

Quality curriculum making needs to be ethically responsive to societal needs with a theoretical underpinning that includes the philosophy of curriculum making, teaching-learning and scholarship.

gives perspective on quality curriculum making

Panel discussion atScholarship of Teaching

& Learning conference By Ms Vivian Claassen

werkswinkels, konferensies & simposiums

Planning for curriculum change

“The aim of the Curriculum Development Plan was to create a shared vision of what needs to be achieved via the curriculum”, Ms Claassen said. The CDP allowed the Faculty to strategically plan for, among others, teaching-learning (open distance learning/contact), programme development, delivery and quality assurance.

The CDP has three pillars, namely (a) teaching-learning renewal (phasing in and out of programmes according to those legislated in the Higher Education Qualifications Sub-Framework); (b) curriculum transformation, with reference to the inclusion of self-directed learning (SDL), blended learning and diversity in the curriculum as the Faculty’s approach to teaching-learning (infused by the Faculty’s research and in support of the NWU’s teaching-learning strategy); and (c) the promotion of the scholarship of teaching and learning.

With regard to curriculum transformation (the focus of the panel discussion), Ms Claassen added that the “CDP focuses on increasingly delivering students who are able to learn independently and make a contribution in diverse contexts, while access to learning opportunities is facilitated/widened by means of a blended teaching and learning environment”.

To implement the CDP, a short manual was developed to guide academics in curriculum development.


Embedding the strategic foci in the curriculum

Prof Mentz explained the manner in which diversity, transformative curriculum making and blended learning could be included in an SDL environment according to the Faculty (Fig.1).

Figure 1: Embedding diversity, transformative curriculum making and blended learning in an SDL environment, according to the Faculty of Education Sciences at the NWU.

Why self-directed learning?

Prof Mentz provided an overview of the rationale and definitions of SDL as a strategic focus, the characteristics of an SDL student, and teaching-learning and module planning guidelines to achieve SDL. She explained that the current practice is to spoon-feed students to enable them to pass examinations with the emphasis placed on memorisation and teacher-centred learning.

The reality, according to Prof Mentz, is that the rapid expansion of knowledge, the need for lifelong learning and the shift towards student-centred learning necessitated that the Faculty embrace SDL. This resulted in the Faculty in 2008 deciding on SDL as a strategic priority for teaching-learning and led to the establishment of the SDL research focus area in 2013.

Self-directed learning, Prof Mentz explained, is a gradual process; staff and students need to grow and adapt to the new environment. She added that opportunities should be created for staff to learn about SDL, discuss it and interact with it through topics such as (a) creative and active teaching-learning strategies; (a) supporting students in taking responsibility for their own learning; (c) equipping students with the skills to be lifelong learners; and (d) fostering SDL through assessment, blended learning, etc.

Why blended learning?

According to Dr Pool, “Blended learning is pervading higher education, compelling educators to confront existing presuppositions about teaching and learning in higher education. Leaders in higher education are challenged to position their institutions to meet the connectivity demands of prospective students, as well as their growing



& Learning conference



expectations and requirements for quality learning experiences”. She continued that “blended learning provides innovative options to address the varying needs of the next generation within the framework that SDL provides”.

Dr Pool emphasised that blended learning has a pedagogical foundation that is based on specific learning theories. “Pedagogy should lead technological choices and not the other way around”, said Dr Pool. The Blended Learning in SDL research subprogramme contributes towards the body of knowledge available on enhancing learning through the purposeful development of effective blended teaching-learning environments.

Supporting academics in incorporating diversity into the curriculum

Prof Roux said that the reason that diversity needed to be addressed in the Faculty is that the Faculty came to the realisation that we did/do not embrace all facets of diversity. Transformative curriculum making is seen as the essence of teaching-learning. “Providing guidelines to lecturers is a process of self-empowerment of the academics that can lead to sensitivity towards the challenges of a transformative curriculum making process”, she explained.

Prof Roux continued that “there are different understandings of diversity, but it is important to realise that diversity is wider than the general perceptions within race, religion and language”.



& Learning conference

“The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique and recognising our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual”, she elaborated.

Prof Roux concluded that curriculum making needs dialogic safe spaces of respect and effective collaboration with peers to establish a sense of inclusivity, unity or belonging.

Research provides sustainability

It was concluded that the Faculty’s research support, in the form of the SDL research focus area, the Edu-HRight research unit, and the Blended Learning in SDL subprogramme, provides a sustainable environment for scholarly work that can infuse and transform the curriculum.



A collaborative symposium titled “Academic depth and rigour in initial teacher education” was held on 30 and 31 October 2014 at the University of the Witwatersrand (Wits) and organised by faculties/school of education of the NWU, University of Johannesburg (UJ), University of Pretoria (UP) and Wits. Delegates from 25 higher education institutions (HEIs) and the Department of Higher Education and Training attended the symposium, and 45 papers were presented.

The symposium was held in response to the crisis in the education system, as evident in the low national average percentage marks for school subjects in 2012 and 2013 (for example, an average of 14% for Mathematics in Grade 11 in 2013). The annual national assessment contains different batteries of questions from year to year and the results do not appear to confirm the Department of Basic Education’s upward-onward narrative in the media. South Africa ranks second from the bottom in international reports on education performance and universities continue to note that students are emerging from the school system academically unprepared for higher education. This discrepancy concerns the issue of academic depth and rigour in initial teacher training programmes.

During the symposium, the Report on the National Review of Academic and Professional Programmes in Education, an evaluation report on existing and new teacher professional development (TPD) programmes at various HEIs in SA, was covered, including the six areas relating to weaknesses found in such programmes.

There was consensus among the presenters that the seven roles of teachers should never guide curriculum design. Only when there are adequate links between the various modules in a programme will the programme have cohesion. Policies do not bring about interconnectedness; academics should rigorously foster interconnectedness.

Dr Nick Taylor (National Education Evaluation and Development Unit) addressed attendees on thinking, language and learning in initial teacher education (ITE). Prof Johannes Slabbert (UP) discussed the challenges we face in ITE, and highlighted that rigour and depth do not lie in programmes or curricula, but in rigorous teachers. The challenge to HEIs therefore is to transform student teachers

Symposium on academic depth and rigourBy Prof Willie van Vollenhoven

in initial teacher training programmes


Towards the end of September, the English for Education subject group attended an international conference hosted by the English Academy of Southern Africa. The conference was titled “Hot topics in the subtropics: Languages and literatures in Southern Africa today”. As can be expected, an array of papers were presented, ranging from novels by African writers and post-colonial fiction, to several case studies of English language learners at universities in Southern Africa, including papers about reading motivation and teaching writing.

The keynote speaker was Mr Ronnie Govender, dramatist and activist, and holder of SA’s highest arts award, the Order of Ikhamanga, who at the ripe age of 80, pondered on the distortions of history, religions and languages, and their impact on human behaviour. On the second day, Prof Gayatri Spivak, from Columbia University in the City of New York, presented a workshop on using English to conference participants and made an appeal for establishing English as a robust regional language-based comparative literature.

Ms Salome Romylos presented a paper on the convergence of sacred and secular spaces in selected contemporary novels, and Ms Karin Martens discussed the influence of vocabulary size and depth on the reading comprehension of first-year students.

This time away from the office provided the subject group with the opportunity to exchange ideas concerning their work environment and planning of activities and outcomes for 2015.

Hot topics in the subtropics:Languages and literatures inSouthern Africa today

into rigorous and critical persons and teachers. In the same vein, Dr Kathija Adam (NMMU) argued that curricula should inspire students and enable them to engage in what McDonough (2009) describes as “discourses of possibility”. Dr Ron Beyers (Nelson Mandela Metropolitan University (NMMU)) critiqued a system in which one textbook per subject is prescribed country-wide. This is indicative of a system that perpetuates indoctrination, discourages rigour, and smothers creativity and critical thinking.

The focus then turned to academic depth and rigour in specific subjects. Dr Belinda Mendelowitz and Dr Kerry Dixon (WITS) presented the outcomes of a heteroglossic pedagogy they used in a first-year English course for pre-service teachers. Prof Yvonne Reed (JET Education Services) considered the English content of five HEIs and found that the nature of some of the differences and the implications for teaching and learning in the IP classroom in terms of what is foregrounded, backgrounded or ignored in the curriculum are cause for concern. Dr Elizabeth Walton (WITS) and Ms Jean Fourie (UJ) in conceptualising depth and rigour in inclusive education, stated that programmes can be structured in such a way that inclusion is either part of each subject or seen as an addition or even a choice. Ms Jane Pennefather (University of KwaZulu-Natal) elaborated on the situational and contextual elements of her theoretical model that are relevant to student teacher learning in rural areas, and the significance of these to developing academic rigour and depth in ITE.

It emerged from the presentations that work-integrated learning must not be underestimated. Student teachers should be introduced to work-integrated learning, be prepared for observing specific issues, and reflect on these in preparation for the following session.

The round-table discussion concluded that all HEIs should increase the M-score admission requirements and we should actively promote our quality students.

Prof Jean Baxen (Wits) recommended that the symposium be an annual event. She stated that HEI research has focused on qualitative case studies and the focus should shift to quantitative studies in order to provide evidence to government to encourage a change in policies.


Die Fakulteit Opvoedingswetenskappe, Akademiese Steundienste en die Eenheid vir Oop Afstandsleer (EOAL) het op 14 Oktober 2014 ‘n werkswinkel getiteld “Vervlegde leer in praktyk” by Crista-Galli in Potchefstroom aangebied.

Die behoefte aan ‘n praktiese werkswinkel oor vervlegde leer is deur ‘n aantal deelnemers aan die werkswinkel “Blending with purpose: Designing pedagogically rich learning environments”, vroeër in 2014, gefasiliteer deur prof Anthony Picciano van die City University of New York, geïdentifiseer.

Die werkswinkels in vervlegde leer ondersteun die implementering van die Fakulteit se Kurrikulumontwikkelingsplan (2013), waarin vervlegde leer een van die strategiese fokusse is. Selfgerigte leer en diversiteit is ook as strategiese fokusse in die plan beklemtoon. Die fokusse is verwerk in ‘n riglynegids vir dosente wat oor die vervatting van diversiteit, transformatiewe kurrikulumontwikkeling en vervlegde leer in ‘n selfgerigte leeromgewing handel en word teen einde 2014 geïmplementeer.

Vyftien sprekers vanuit Fakulteitsgeledere en ander fakulteite het in die onderskeie sessies verken hoe vervlegde leer onderrig-leer kan verryk. Dit is beklemtoon dat pedagogie tegnologiegebruik rig en bepaal.

Proff Mariëtte Lowes, huidige Viserektor vir Onderrig-Leer, en Rantoa Letšosa, aangewese Viserektor vir Onderrig-Leer, het meegedeel dat ‘n veranderende hoëronderwysomgewing waaronder faktore soos die Nasionale Ontwikkelingsplan, Witskrif vir Naskoolse Onderwys en Opleiding, ‘n beleid vir afstandsonderrig, en ‘n projeksie dat studentegetalle in die hoër onderwys teen 2030 tot en met 1.5 miljoen gaan verdubbel, ‘n invloed op die wyse waarop universiteite studente bedien, het.

Verryking van pedagogiedeur vervlegde leer verkenDeur me Vivian Claassen

Die werkswinkel is bygewoon deur dosente van die Fakulteit asook opvoedkundedosente van die Mafikeng- en Vaaldriehoekkampusse



Daar is uitgebrei oor hoër onderwys se rol in die versterking van nasionale ontwikkeling, die vinnig ontwikkelende gebruik van tegnologie, verwagtinge van studente en dosente in terme van tegnologie, en die talle instellings wat belangstelling in elektroniese leer toon. Die NWU se ontwikkeling van ‘n onderrig-leerstrategie sluit dan ook vervlegde leer as een van die strategieë in om toonaangewend te midde van ‘n veranderende omgewing te bly.

Sprekers het die volgende vyf beginsels uitgelig as faktore om in gedagte te hou in die inkorporasie van vervlegde leer in modules: (a) die studenteprofiel; (b) dat tegnologie met ‘n doel gebruik word; (c) die modelle en ‘n kontinuum van vervlegde leer; (d) die heroorweging van module-ontwikkeling en pedagogie; en (e) die community of inquiry. Dr Jessica Pool het genoem dat ‘n vervullende opvoedkundige ervaring die belangrikste oogmerk van vervlegde leer is. ‘n Aanlyn of virtuele omgewing kan studente maklik vervreemd laat voel en deur die skep van sosiale, kognitiewe en opvoedersaanwesigheid (presence), kan suksesvolle onderrig-leer plaasvind.

Ander sprekers was prof Robert Balfour (via ‘n video-opname); me Chantelle Bosch (Akademiese Steundienste); dr Henk Louw en mnr Juan Steyn, beide van die Fakulteit Lettere en Wysbegeerte; me Adri du Toit; me Corné Kruger; dr Christo van der Westhuizen; me Hermien Dreyer; mnr Rudi van de Venter; dr Colin Read, Fakulteit Natuurwetenskappe; en drs Petra Bester en Hennie Esterhuizen, beide van die EOAL.

Hierdie suksesvolle werkswinkel was te danke aan die gesamentlike inisiatief en insette van die Fakulteit, Akademiese Steundienste, die EOAL en die sprekers, en die deelname van elke personeellid teenwoordig.

Verryking van pedagogiedeur vervlegde leer verkenDeur me Vivian Claassen

Van die sprekers was dr Christo van der Westhuizen, dr Hennie Esterhuizen (EOAL), proff Mariëtte Lowes en Rantoa Letšosa, en me Chantelle Bosch (Akademiese Steundienste).



Navorsingsuitsette van personeelFaculty: Research Outputs

Statistics (March 2013 – November 2014)

Research Outputs 2012 2013 2014

School of Human & Social

Sciences for Education

School of Natural

Sciences & Technology

School Of Education

Studies

Research Director

DeanResearch Target For

Faculty

Indicators - Academics 133 132 128 39 40 47 - 1

Indicators - All Researchers 138 140 134 40 41 51 - 1

Research Outputs - Total 88.4 116 54.81 9.63 9.74 32.94 - 1.00

Research units: PAS / all researchers in Faculty

0.64 0.829 2.124 0.241 0.238 0.646 - 1.000

Research Units: PAS / academic staff permanen

0.664 0.879 0.428 0.247 0.244 0.686 - 1.000

RESEARCH TARGET PER ENTITY FOR 2013

0.32 0.80 0.90 1.50 1.50 1.50 - 1.50 0.90

DEVIATION FROM TARGET 0.32 0.029 1.22 -1.259 -1.26 -0.85 - -0.5

Articles units per PAS 0.168 0.235 0.319 0.093 0.144 0.634 - 1.000

Articles published in accredited journal 29 47 47 5 7 34 - 1

Articles accepted by accredited journals 20 16 20 4 5 10 - 1

Articles published in non-accredited journals

2 12 10 0 2 8 - 0

Articles - submitted 26 29 52 9 9 34 - 0

Articles - in process 16 13 9 2 2 5 - 0

navorsing

PPAD MET OPVOEDINGSWETENSKAPPEPPAD MET OPVOEDINGSWETENSKAPPPE


School of Human &

Social Sciences for Education

School of Natural

Sciences & Technology

School Of Education

Studies

Research Director

DeanResearch Target For

Faculty

Conference proceedings - International 2 8 1 0 0 1 - 0

Conference proceedings - National 3 1 0 0 0 0 - 0

Conference paper delivered - International

41 80 29 1 4 24 - 0

Conference paper delivered - National 22 8 21 4 0 17 - 0

Project reports 7 4 4 0 1 3 - 0

Books - published 0 0 0 0 0 0 - 0

Books - accepted 0 0 16 1 4 11 - 1

Editors of books 3 4 0 0 0 0 - 0

Chapters in books - published 9 36 8 0 0 8 - 0

Chapters in books - accepted 0 4 0 0 0 0 - 0

Contribution to encyclopaedia 0 0 1 0 0 0 - 0

NRF-rated researchers 7 10 7 1 0 6 - 1

Post-doctoral Fellows 5 7 4 1 0 3 - 0

Research Fellow 1 1 0 0 0 0 - 0

Extraordinary Professors 3 3 3 1 1 1 - 0

navorsing

PPAD MET OPVOEDINGSWETENSKAPPEPPAD MET OPVOEDINGSWETENSKAPPPE

FACULTY: POSTGRADUATE STUDENTS: Hemis year Sept/May Graduations


MEd students – in process 82 91 87

MEd students – completed 24 26 3

TOTAL 106 117 90

PhD students – in process 56 66 62

PhD students – completed 16 12 3

TOTAL 72 78 65

Updated: November 2014

Sources:

1. Monthly feedback from academics.2. Controlled by M Moruri on the 15th of every month on hard copies, ISI and

DHET list.3. Submitted on Info-Ed Institutional Research Administration.4. Controlled with research director5. Submitted to the dean’s office

navorsing


The first endowed chair to be awarded to the Faculty of Education Sciences was celebrated at a prestigious function on 23 October 2014. Prof Rosemary Wildsmith-Cromarty has been appointed to this position. Funding was awarded by the ETDP SETA to host the ETDP SETA Research Chair for conducting empirical research relating to public and private schools, including Grade R, teacher professional development and skills development planning. Prof Bongani Bantwini has been appointed as Research Professor in Schooling (private and public). These two positions will support and enhance research in early childhood education. Both these positions will reside under the School of Human and Social Sciences for Education under the directorship of Dr Herman van Vuuren. Prof Wildsmith-Cromarty will be joining us from 5 January 2015 and Prof Bantwini already commenced his duties on 1 November 2014.

Prof Cornelia Roux (Director of Research), Prof Bongani Bantwini (Research Professor: Schooling in the Private and Public Domain), and Prof Rosemary Wildsmith-Cromarty (Research Chair in Early Childhood Education).

in Early Childhood Education introducedNew Research Chair

navorsing


Prof Bongani Bantwini

Before his appointment to the Faculty of Education Sciences, Dr Bongani D. Bantwini was a senior research specialist in the Research Use and Impact Assessment unit at the Human Sciences Research Council. He

also served as acting head of the unit’s Science Communication unit. He is a Fulbright alumnus and received both his master’s and PhD degrees in science education from the University of Illinois at Urbana–Champaign in the US.

Dr Bantwini has more than 20 years of work experience and has taught at various universities in the US and SA. He has also taught at primary and high school levels, and mentored youth in schools in various contexts. He has worked for a non-governmental organisation as a teacher trainer and collaborated with several others. He has also worked as an independent consultant conducting teacher training and providing team leadership in SA and the US.

He has held various positions as a researcher in both countries, and has conducted several large-scale research and evaluation studies and written successful grant proposals. He has generated several client reports and worked closely with SA government policymakers, participating in the decision-making process. Much of his work has been presented at local, national, and international conferences. He has authored and co-authored several publications in national and international refereed journals and continues to contribute in his field. He serves as a reviewer for various blind peer-reviewed national and international journals, reviews for conferences and serves in several professional organisations. He has also served as a reviewer of research proposals for several NRF grants and as an external examiner of PhD theses for various universities in SA.

Prof Rosemary Wildsmith-Cromarty

Rosemary Wildsmith-Cromarty is Professor of Applied Language Studies at the University of KwaZulu-Natal. Her research interests include literacy, cognition and language acquisition, multilingualism, cross-linguistic transfer, the

teaching of non-cognate languages (with a particular focus on the African languages), and the translation of academic discourse across languages. She was head of the School of Language, Literature and Linguistics at the University of KwaZulu-Natal from 2005 to 2011. She has been a member of the English National Language Body and the Provincial Language Committee of KwaZulu-Natal since 2000. She was chair of the Southern African Applied Linguistics Association from 2004 to 2009 and co-editor of Southern African Linguistics and Applied Language Studies from 2010 to 2013. She has been reappointed to the international editorial board of Language Teaching: Surveys and Studies for a second term, having served on it since 2008. Her current research focus is reading in English and the African languages in the early years.

Research recognition in 2014The research productivity of academics was celebrated at the prestigious annual research recognition function. The most productive supervisor for the year 2014 is Prof Carisma Nel, the most productive researcher (according to research output units per permanent academic staff member) for the year is Prof Petro du Preez, and the most productive researcher with external funding is Prof Lesley Wood. We are proud of our colleagues indeed!

Thank you to all our colleagues who helped to improve our research output and who worked hard to ensure a very good throughput rate for our MEd and PhD students. We applaud every academic for his or her support in 2014!

navorsing


Prof Charl Wolhuter’sProf Charl Wolhuter gave his inaugural lecture titled The Promotion of Comparative Education to International Education and North-West University on 13 November and the Faculty could celebrate his productive career and ground breaking work in Comparative Education with him, his friends and family.

He described the rapidly changing world-context, impinging on education, with globalisation as the biggest common denominator among all these changes. He explained that there is a growing belief that Comparative Education should evolve into International Education, i.e. a field of scholarly endeavour studying the world education project; and also to change the name of the subject from Comparative Education to Comparative and International Education.

Concomitant to these developments, and another reason for the contention that Comparative Education should evolve to International Education, is the spectacular international education project, as is evident in ever rising enrolments and enrolment ratios at all levels of education.

inaugural lecture


personaliabedankings / aftredesOns beste wense vergesel die volgende kollegas wat pas afgetree het:

• prof Barry Richter;• dr Carl Kirstein; en• mnr Justus Roscher.

Ek is dankbaar dat ek die onderwys as ‘n loopbaan gekies het en met my keuse op die Potchefstroomse Universiteit vir CHO (PU vir CHO) as opleidingsinstansie. Dit was en is steeds ‘n voorreg om saam met kollegas en jongmense te werk. Die Potchefstroomse Onderwyskollege (POK) het ook vanaf die begin van my studies ‘n prominente rol in my lewe vervul, aangesien baie van my studentevriende POK-studente was, wat vir hulle graad by die PU vir CHO ingeskryf was (die sg. Gepikte Pote). Trouens my vriendin wat later my eggenoot geword het, was ook ‘n POOT.

As student het ek nie gedink dat ek eendag sal terugkeer na Potchefstroom as ‘n dosent, eers by die POK en later by die PU vir CHO en die NWU (Potchefstroomkampus) nie. Dit is ‘n voorreg om na 37 jaar by genoemde twee

instansies my loopbaan te kan afsluit by die plek en instansie waar ek toegerus is vir ‘n beroep in die onderwys.

Ek is deeglik bewus dat alle eer my Hemelse Vader toekom vir die geleenthede wat oor my pad gekom het en vir Sy rol in my lewe. Ek is ook dankbaar vir die wyse waarop elkeen met wie ek in die tydperk te doen gekry het, my lewe aangeraak het.

As dosent, senior dosent in Geografie-onderwys en Vise-Rektor by die POK, en as Direkteur in die Fakulteit Opvoedingswetenskappe het die volgende my lewensuitkyk beïnvloed en verryk:

• die verbetering van my akademiese kwalifikasie in Geografie- en Omgewing-sopvoeding, wat ‘n bydrae gelewer het om ‘n liefde vir die vakrigtings by studente te vestig en uit te bou;

• betrokkenheid by die opleiding van kwaliteit onderwysers;

• om by sport (atletiek) betrokke te wees en deur die deelname aan sport te help om dissipline en deursettingsvermoë by belangstellendes te vestig;

• betrokkenheid by die ontwikkeling van opleidingsprogramme vir onderwysers, in besonder die BEd-graad en die Nagraadse Onderwyssertifikaat;

• om deur navorsing ‘n bydrae te lewer tot die uitbou van kennis;

• interaksie met kollegas, studente en ouers, wat gehelp het om my kennis van mense uit te bou;

• om in spanverband saam met uiteenlopende groeperings te kon werk.

Dit is met groot dankbaarheid dat ek terugkyk na 37 wonderlike jare aan ‘n uitsonderlike instansie met wonderlike mense. Seën en voorspoed word julle toegebid.

Barry

Prof Richter sê totsiens:My wedervaring as ’n dosent aan die POK, PUK en NWU


new appointmentsThe Faculty has welcomed a great many new staff members since October and we continue the introduction to some of the new faces started in our previous issue.

personalia

Prof Johnnie Hay (vakgroep Opvoedkundige Sielkunde)

Prof Johnnie Hay, voorheen van die Universiteit van die Vrystaat (UV), sluit op 1 Oktober by NWU Potchefstroom se vakgroep Opvoedkundige Sielkunde en Leerderondersteuning aan. Hy is ’n opvoeder en opvoedkundige en kliniese sielkundige, en het die afgelope 18 maande as programdirekteur van aanvanklike onderwysersopleiding aan die UV gedien. Voorheen was hy hoof van die Skool vir Sosiale Wetenskap- en Taalonderwys

asook departementele voorsitter van die Departement Psigo-Opvoedkunde aan die UV. Sy spesialiteitsareas is opvoedkundige ondersteuningsdienste, inklusiewe onderwys, lewensoriëntering en effektiewe leer.

Johnnie is getroud met Anette en tussen die twee het hulle vyf pragtige kinders. Intussen het Anette ook aangesluit by die Fakulteit. Sy het op 1 November by die vakgroep Geografie-onderwys en Omgewingsopvoeding as lektor ingeskakel.

Ms Lorraine Lehihi (administrative assistant, School of Human and Social Sciences for Education)

I started working at the School of Human and Social Sciences for Education on 1 September 2014. I was born in Ikageng and am the eldest child and have one brother. I matriculated in 1996, attended Vuselela TVET College in 1997 and then continued my studies at the Vaal University of Technology in 1998. I worked in retail for ten years, five

of which were at managerial level. I love music and am an introvert, though I work well with other people.

I would like to further my studies in the future.

Ms Aloreece Kakuiyu (administrative assistant, School of Natural Sciences and Technology for Education)

My name is Aloreece Kakuiyu and here are a few interesting facts about me:

I am 25 years old. My star sign is Sagittarius. I have no dependants (children). My favourite colour is purple. I have two siblings (brother and sister). I was born in Potchefstroom, lived in Upington for a few years, but moved back to Potchefstroom.

I finished my school education at Upington High School in 2006 and completed a three-year National Diploma in Tourism Management at the Vaal University of Technology, Upington Campus.

I believe that hard work always pays off. My motto in life is, please be patient with me; God is not finished with me yet!


new appointmentspersonalia

Me Lynette Diedericks (sekretaresse vir Proff JP Rossouw en Elsa Mentz)

Ek was voorheen vir 11 jaar by die NWU se mensehulpbronne werksaam. Vanaf 1 Oktober het ek ’n pos by die Fakulteit Opvoedingswetenskappe se Navorsingsadministrasie aanvaar. Ek sien uit daarna om weer saam met die NWU-familie te werk.

Ms Rochelle Langford (administrative assistant, Office for Short Learning Programmes)

My name is Rochelle Langford and I am an old Potchefstroom resident. I matriculated from the High School for Girls, Potchefstroom, and completed a BA in Psychology and Social Work at the NWU from 2008 to 2010. I was

previously employed as a customer consultant at Standard Bank’s main branch in Pretoria and am now part of the dynamic Office for Short Learning Programmes as an administrative assistant. In my free time, I love being on stage – either singing or acting, or both. I was part of a musical called Back to the 80s hosted by Artéma (NWU) in partnership with Creative Entertainment in 2008 and Pop Stars in 2010. I am a simple, honest socialite and lover of life, and believe in change, taking ownership of your own life and moving forward. It is with this that I am proud to say that I am happy to be a part of the PUK family again, this time as a staff member.

gelukwensingeTroukoors

Baie geluk aan me Mary Fritz, wat op 1 Oktober met mnr Theo de Beer in die huwelik getree het, en aan dr Shan Simmonds, wat op 27 Oktober met mnr Stefan van der Walt in die huwelik getree het. Daar word seën op hul huwelike toegewens.

Prestasie

Baie geluk aan me Danika Alberts, wat onderskeidings behaal het in beide haar Kommersiële Forensiese Rekenmeesterskap- en Kommersiële Forensiese Inligtingstegnologie-sertifikate (NKR-vlak 6).


personalia

Academic promotionsCongratulations to the following staff members on their well-deserved academic promotion:

Associate Professor Dr Betty Breed

Senior Lecturer Dr Louise Postma

Senior Lecturer Dr Lynn Preston

Lecturer Ms Corné van der Vyver

Lecturer Ms Jacky Slabbert-Redpath

Lecturer Ms Tertia Jordaan

SimpatieOns innige simpatie word aan die volgende kollegas betuig wat geliefdes aan die dood afgestaan het:

• mnr Hendrik du Plessis (Skool vir Geesteswetenskappe vir Onderwys), wie se moeder oorlede is;

• dr Marietjie Havenga (vakgroep Rekenaarwetenskaponderwys) en haar man, mnr Kobus Havenga (vakgroepgroepering Teg-nologie vir Onderwys). Dr Marietjie se pa is oorlede.

It was with deep distress that we learned that one of our BEd students, Mr Keenan Coghlan, of the National Institute for Higher Education campus in Kimberley, took his own life in November. Our deepest condolences go to his family, friends and fellow students, as well as NIHE colleagues, who are experiencing unimaginable sorrow at his loss. Dr Herman van Vuuren attended the memorial service on 5 November on behalf of the Faculty.


studentenuus

Geografie-onderwyswerk saam met

Biologiese WetenskappeStudente en personeel van die vakgroep Geografie-onderwys en Omgewingsopvoeding en die Skool vir Biologiese Wetenskappe (Fakulteit Natuurwetenskappe) het onlangs in ’n veldwerkoefening om die kwaliteit van die Mooirivier se water te bepaal, saamgewerk. Prof Victor Wepener en nagraadse studente van die Skool vir Biologiese Wetenskappe het die onderwysstudente oor die protokol betrokke by data-insameling oor waterkwaliteit, touwys gemaak. Hierdie oefening was uiters suksesvol en het bygedra tot die ontwikkeling van vaardighede wat die voornemende geografie-onderwysers in die skole kan gebruik.

Foto: Prof Victor Wepener van die Skool vir Biologiese Wetenskappe saam met die Geografie-onderwysstudente


children living in the province in lawsuits. They currently represent more than a hundred children in eighty cases, which range from serious abuse to assistance in attending school.

The interdisciplinary project between Education Sciences and Law involved creative arts students in the intermediate and senior phases. These students could, within their prescribed modules, attend a workshop to digitally convert the artworks into posters. From these phases, four winning posters were named.

During the prize-giving ceremony, the Dean of the Faculty of Law, Prof Nicola Smit, said that a child has only one chance to live and be a child, and she hoped that the project and the messages the posters communicate will help enable children to do so.

Student art gives children’s rights a voiceThe Faculty of Law at the North-West University recently involved Education students in a project to portray children’s rights via posters. According to Ms Rolien Roos (Faculty of Law), they felt it was appropriate that prospective educators be involved in a project to create awareness of the rights of children. Students from the Creative and Performing Arts for Education subject group were approached to create a series of posters on the theme “Children are not voiceless”. These posters will now adorn the passageways of the Faculty.

Roos said that, although SA has a sophisticated and internationally respected system of children’s rights, the daily reality for millions of children is anything but that envisaged by the legislation.

“Statistics on parentless households, limited access to education and health services, and neglected and abused children sketch a sorry picture. Our task is not only to pass good laws, but also to realise the ideals that are strived for.”

She said the law faculty of the Potchefstroom Campus offers a master’s degree in comparative children’s rights and lecturers conduct research on children in the law. The NWU’s Law Clinic also has a unit for children’s rights, which was established to assist

By Ms Merna Meyer

From the left are Prof Nicola Smit (Dean of the Faculty of Law), Ms Merna Meyer (Creative and Performing Arts for Education subject group), and the winners of the poster competition, Mss Carla Stevens, Jean-Mari Simmons, Jeanine Oberholzer and Jeantelle du Plessis.

studentenuus


Twee derdejaar fisiese wetenskappe-studente (mnr Ruan Visser en me Corlia de Beer) het die inisiatief geneem om ‘n aand te reël waar hulle ‘n klompie skouspelagtige eksperimente gedemonstreer het. Verskeie hoërskole, onder andere Hoërskool Ferdinand Postma, Hoër Volkskool Potchefstroom en Hoërskool Heilbron, en ‘n paar medestudente en personeellede het die aand bygewoon. Die idee het ontstaan tydens een van die praktiese sessies vir PHSE 311. Ruan het gereeld klas toe gekom met nuwe eksperimente wat hy op YouTube gesien het en as die chemikalieë beskikbaar was, is die eksperimente gedoen. Dit gebeur ook gereeld dat van die studente se vriende die praktiese sessies as toeskouers bywoon.

Ruan en Corlia het meer as 20 eksperimente gedemonstreer en die reaksie was oorweldigend. Daar word beplan om voortaan jaarliks so ‘n aand te hou om belangstelling in fisiese wetenskappe as vak te bevorder. Leerders word op skool nie genoeg blootgestel aan die praktiese sy nie.

Die volgende persone word graag bedank:

• prof Barry Richter vir die borg van die verversings;

• me Drienie Beytell vir al haar hulp met die apparaat en chemikalieë;

• mnr Ruan Visser, wat al die beplanning vir en uitvoering van die eksperimente gedoen het;

• me Corlia de Beer vir haar hulp en ondersteuning met die beplanning en uitvoering van die eks-perimente;

• mee Suzaan Barnard, Esmarie Fouché Alissa Jooste en Elizma Wigget vir hulle hulp as assistente tydens die uitvoering van die eksperimente.

Eksperimente-aandvir wetenskapstudente

studentenuus


besondere prestasies

Ms Carmenita Bansen, a fourth-year BEd student won an essay competition with her essay titled “Tolerance, acceptance, and a culture of unity in diversity; this is my idea of peace” as part of a conference held in New York this year by the International Health Awareness Network on the culture of peace and women’s contribution in building global peace and reducing violence. Her winning essay was read on 28 October 2014 by Prof Suzanne Stutman (Pennsylvania State University, US), after which Ambassador Anwarul K. Chowdhury, chair of the Global Movement for the Culture of Peace and former Under-Secretary-General and High Representative of the United Nations, handed her the US$500.00 prize.

Three students from the NWU and students from universities in the US participated in the competition. Four academics acted as judges: Prof Stutman, Dr Beatrice Goodwin (New York University College of Nursing, US), Dr William Latimer (Lehman College, City University of New York, US) and Dr Jaco Hoffman (Oxford Institute of Population Ageing, University of Oxford, UK).

Winning the competition came as a great surprise to Carmenita. On learning that she had won, she said: “I am glad that my view is appreciated and that I am heard”. She intends to use the prize money to register for a BEdHons in English next year at the NWU.

Ms Carmenita Bansen, a final-year BEd student at the NWU Potchefstroom Campus receiving the certificate from the International Health Awareness Network from Dr Louise Postma, a senior lecturer at the Faculty of Education Sciences, who facilitated the participation of Education students in the essay competition.

NWU Education studentwins prize from United Nations


Prestasiedinee van die Fakulteit

besondere prestasies

Die prestasiedinee van die Fakulteit is op Woensdag 22 Oktober in die POK-hoofsaal gehou. Dit was ‘n spoggeleentheid waar akademiese, sport-, kultuur- en leierskaptoekennings aan die onderskeie toppresteerders binne die Fakulteit toegeken is. Die Fakulteit kan baie trots wees op die kandidate wat tydens hierdie geleentheid toekennings ontvang het.

Altesaam 57 studente het akademiese prestasietoekennings ontvang. Hierdie toekennings vir akademie is aan die toppresteerders in elke vakgebied toegeken en is deur die betrokke programleiers en dosente oorhandig. ‘n Spesiale woord van dank aan al die vakgroepvakvoorsitters en -dosente (BEd-, BEdHons-, en NGOS-programme) wat die prestasiedinee bygewoon en die akademiese prestasietoekennings oorhandig het.

‘n Groot aantal studente in die Fakulteit dien op verskeie rade en komitees in die Universiteit se leierskapstrukture. Vir die termyn 2013/2014 is die volgende leierskaptoekennings aan onderwysstudente toegeken: een Studenteraadslid, ses primaria van kampuskoshuise, vier onderprimaria en 24 huiskomiteelede.

Op sportgebied het studente van die Fakulteit in verskeie sportsoorte hul merk gemaak en ook op provinsiale en nasionale vlak deelgeneem. Die Fakulteit is opreg trots op mnr André Olivier, sportman van die jaar, asook mee Sulette Damons en Celia Evans, wat die sportvrou van die jaar toekenning gedeel het. André het Suid-Afrika tydens die Statebondspele verteenwoordig en ‘n derde plek in die 800 m verwerf. Sulette het Suid-Afrika reeds by meer as 150 hokkie wedstryde (waarvan sy ook tydens sekere wedstryde kaptein was) verteenwoordig. Celia het self ook reeds meer as 100 wedstryde vir Suid-Afrika gespeel.

Die twee sportvroue van die jaar: mee Sulette Damons en Celia Evans met hul toekennings wat deur Prof Barry Richter oorhandig is.


algemeen

Opleiding vanomgewingsbeamptesDr Schalk Raath van die vakgroep Geografie-onderwys en Omgewingsopvoeding was in Oktober 2014 behulpsaam met die opleiding van omgewingsbeamptes van die Noord-Kaap. Die provinsiale Departement van Omgewingsake van die Noord-Kaap het ‘n geleentheid gereël vir 60 jong beamptes van die provinsie wat op een of ander wyse by omgewingsake betrokke is om vir drie dae opleiding in die klein dorpie van Kleinzee by te woon. Die opleiding het saamgeval met die nasionale Marine-week en om die rede is daar klem geplaas op die belangrike rol wat die oseaan en veral die weskus-streek in die ekonomiese, sosiale en biofisiese omgewing speel.

Students and staff from subject groups of two faculties, Creative and Performing Arts for Education (Education Sciences), Urban and Regional Planning, and Botany (Natural Sciences), undertook the challenging task of planting indigenous trees in an open space in Ikageng.

Around 150 people from the NWU, the private sector, non-profit organisations, the Tlokwe municipality and the community worked together to help turn this space into a park. On previous occasions, students, together with community youth and the Faculty of Education Sciences, had helped to paint old car tyres. On Arbour Day, some 12 indigenous trees were planted and paving was laid around the trees. Students presented a short workshop to the community on designing and placing artworks in the public space. Children also had the opportunity to plant seeds in recycled pots that they could take home with them. Ms Karen Puren, the project co-ordinator, said that the main

purpose of the project is to beautify public spaces with the help of the community and enliven these spaces for everyone. “The fact that the project is driven by the community has many other advantages, such as the social and psychological changes within a community, while it also serves as a platform for teaching and learning, as well as an opportunity to do research.”

Ms Merna Meyer conducted her research on exploring mutual learning through a socially engaged art project in the area. Students gained more insight into the lifestyles of the surrounding community and worked with the youth at grassroots

level. This engagement contributed to their professional training, while the community participants gained confidence and took ownership of their area. “In the end, we attempt to strive towards a scholarship of engagement, one which accommodates all communities, moving away from silo-type institutions.”

This transdisciplinary project was given the Vice-Chancellor’s Award for Excellence in Community Engagement at a gala evening on 7 November on the Potchefstroom Campus.

NWU staff, Ms Merna Meyer, Ms Karen Puren, Ms Beatrix Bouwman and a community member.

From local space to global place: Celebrating Arbour Day – reaching a tree-top pinnacle in a transformative project


Spanbou in die FakulteitDie skole in die Fakulteit het in November hul onderskeie spanbouaksies/jaarafsluitings gehad. Die Skool vir Opvoedkundestudies het hul spanbou ernstig in die tradisionele sin van die woord by Glenburn Lodge aangepak. Die personeel is in vyf spanne verdeel en baie pret, kompetisie en spangees is beleef. Die “Recces” is as wenspan aangewys en “De Caps” het die meeste spangees getoon.

Die Skool vir Geesteswetenskappe vir Onderwys het die jaar op ‘n wilde noot by Bona Bona wildplaas afgesluit. Drs Herman van Vuuren, Maryna Reyneke en Mandie Uys het baie opbouende, insiggewende, maar tog lighartige praatjies verskaf, voordat die personeel op wildsritte en middagete getrakteer is. So kon die batterye darem bietjie herlaai word in die natuur.

Die versugtinge om nou al by die see te wees was dalk die inspirasie vir die Skool vir Natuurwetenskappe en Tegnologie vir Onderwys se spanbou, wat, hoewel die golwe vêr was, darem hulle tone in die sand by De Vette Mossel (Parys) kon wikkel, terwyl daar aan seekos gesmul is.

uitgawe 30- desember 2014

Documents