Annual Report 2014 · The campus wide Mentoring Programme continues to shape student culture on campus. When first year students are inducted by the Orientation Programme, this peer

Annual Report

2014Student Development and Support

Centre for Student Support Services

1. INTRODUCTION AND HIGHLIGHTS 42. MISSION AND GOALS 73. ORGANIZATIONAL STRUCTURE 74. CONFERENCE PAPER PRESENTATIONS 85. PUBLICATIONS 96. PROFESSIONAL MEMBERSHIP 10

LEADERSHIP AND SOCIAL RESPONSIBILITY 111. LEADERSHIP PROGRAMMES 12

EMERGING LEADERS PROGRAMME 12ABOUT THE PROGRAMME 12ABOUT THE STUDENTS 12PROGRAMMES AND PROJECTS 13ADVANCED LEADERS PROGRAMME 13SESSION THEMES 14PATHWAY FOR LIFE 14ACTIVATE 14MIDYEAR 14LEADERSHIP CAPSTONE ACTIVITY 14SECOND ANNUAL ALUMNI RECONNECTION EVENT 15STUDENT ORGANIZATIONAL DEVELOPMENT 15ASHLEY KRIEL LEADERSHIP DEVELOPMENT PROGRAMME 15ACHIEVEMENTS AND HIGHLIGHTS 16

SRC AFFILIATES TRAINING 171. INTRODUCTION 18

ACHIEVEMENTS AND HIGHLIGHTS 18EVALUATION FACTS 19

2. STEVE BIKO WEEK 19INTRODUCTION 19I AM BIKO CREATIVE ARTS SESSION 202ND ANNUAL STEVE BIKO FRANK TALK DIALOGUE 20THE 15TH ANNUAL STEVE BIKO MEMORIAL LECTURE 20

3. SOCIAL RESPONSIBILITY 21RAG 21THE ARK OUTREACHES 21THE HAGUE TUTORING INITIATIVE 22MANDELA WEEK 23VOLUNTEER APPRECIATION EVENT 24ENACTUS 25ENTREPRENEURSHIP INITIATIVE 31INTRODUCTION 31OPENING FUNCTION: EI LAUNCH 31ONLINE DISCUSSION 31SEMINAR: STICKY FINGERS BBQ STORY 32GLOBAL ENTREPRENEURSHIP MONITOR (GEM) SA REPORT 33NEDBANK PERSONAL FINANCE WORKSHOPS 33COMPANY VISITS 34THIRD ANNUAL ENTREPRENEURSHIP COLLOQUIUM 34

ACADEMIC SUPPORT DEPARTMENT 371. SUMMARY 382. GRADUATE DEVELOPMENT PROGRAMME 38

2.1 INTRODUCTION 382.2 OBJECTIVES 382.3 FACULTY OF SCIENCE 382.4 FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES 402.5 DEPARTMENT OF ORAL HYGIENE 432.6 CONCLUSION 44

3. CONSULTATIONS 444. PEER MENTORING PROGRAMME 47

4.1 OVERVIEW 474.2 RECRUITMENT 2015 484.3 TRAINING 49

5. STAFF DEVELOPMENT AND TRAINING 665.1 TEAM BUILDING 665.2 CONFERENCE PRESENTATIONS 66

6. CONCLUSION 66

OFFICE FOR STUDENTS WITH DISABILITIES 671. KEY PERFORMANCE AREAS 682. STAFFING 683. STUDENTS NUMBERS 694. OVERVIEW OF OSWD 705. STUDENT ASSISTANTS 726. ORIENTATION 727. CLASS TESTS AND EXAMINATIONS 72

POSITIVE CHANGES 73STATISTICS EXAMINATIONS 73

8. NFSAS/FINANCIAL AID 749. HEDSA 7510. ACHIEVEMENTS AND CHALLENGES 75

ACHIEVEMENTS 75CHALLENGES 75GRADUANDI 76

11. INSTITUTIONAL INVOLVEMENT 76VISIT BY THE UNIVERSITY OF NAMIBIA, 30 JUNE – 4 JULY. 77

12. NEW INNOVATIONS 7813. EXTERNAL CONTACTS 78

THERAPEUTIC SERVICES 811. GOALS 822. INDIVIDUAL THERAPY STATISTICS 823. GROUP THERAPY STATISTICS 855. INSTITUTIONAL INVOLVEMENTS 876. RELATIONSHIPS BEYOND UWC 87

6.1 YABONGA 87

7. COUNSELLING SERVICES ON E-MEDIA 88CO

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context in which life-long and life-wide learning experiences are promoted and legitimised (Jackson, 2010). Our work towards the formal recognition of the co-curriculum is thus not only about its content, but also about the recognition of the multi-layered lives of our students and the value these layers offer in terms of development opportunities. We are establishing criteria for the Recognition of Concurrent Learning in order to enable the wide range of learning and development to be recognised within the co-curricular landscape. Our students’ working, family and caring roles enable unique opportunities for development and we will work towards recognising these informal learning spaces.

The achievements of 2014 highlight the importance of a conceptually driven, locally responsive and national-institutionally aligned Student Development and Support framework.

The increase of diverse participation has been promoted via a broader e-footprint as evidenced in a wider use of e-medial for student engagement. Collaborations within SDS departments, beyond SDS with the wider UWC community and beyond campus with other HEIs and community organisations has enabled a more diverse group of students participating in this range of collaborations.

The campus wide Mentoring Programme continues to shape student culture on campus. When first year students are inducted by the Orientation Programme, this peer driven support continues for the rest of the year via the Mentoring Programme. Welcoming first year students via these socially embedded support programmes sets the culture for student-driven and peer-support climate at UWC.

We welcome ever more students with disabilities and for 2014 we had over 300 students declaring to live and learn with disabilities. This is a tremendous increase which is not only due to the inclusive education at high school level, but also due to the incredible work done at UWC around inclusive participation.

The extraordinary numbers of students seeking personal support has seen the growth of our group support provisions. Students are particularly good at providing support to each other and this is harnessed in the community model of care which augments the clinical psychological therapeutic provisions. Our staff have done amazing work in broadening the group offerings and we are delighted to see our UWC community referring promptly and appropriately to our services. No doubt, this is helped by the staff training we do with staff across campus.

The Leadership Academy has extended its provisions from emerging to advanced leaders and incorporates the role of alumni. It has forged amazing relationships and with Morehouse Spellman Colleges and continues to welcome interns from Ohio State University. The particular leadership model which enables improved responsive and responsible behaviours amongst students is taught in immersive and modular format and continues to receive excellent reviews.

As Enactus presents such a useful model for social entrepreneurship and leadership development, our numbers have grown hugely and the performance at national level has reflected this high level of student participation and staff delivery. We look forward to having the 2015 World Cup in South Africa.

As in previous years, we continue to share our work with the wider UWC community by way of Colloquia, Seminars and publish in accredited journal, present our work at conferences and contribute chapters to books.

Our work finds better penetration into the academic life of UWC via our participation in the Faculty Student Affairs Committees and the Faculty Teaching and Learning Committees.This enables a more integrated practices of student support and development into the faculty life of our institution. All our staff are actively collaborating with colleagues across campus in order to work towards a campus climate and culture which is informed by the practices of care, encourages engagement and ensures that all staff at all levels

1. INTRODUCTION AND HIGHLIGHTS

The 2014 Annual Report details the activities for the Centre for Student Support Services for 2014.

I am very proud of the excellent work that our Centre has produced and continues to produce. The excellent output is not only in

high level provisions for students, but also in terms of research, evaluations and in broadening our electronic footprint on campus, nationally and internationally. We have established relationships with two international organisations, the International Association for Student Affairs and Services and we are also a board member of the Global Advisory Board for the North American Association for Student Affairs Professionals (NASPA). Our work on the continent is not only in the organisational landscape, contributing to the National Executive Committee of various Student Support and Development associations, but also in terms of expanding our research and scholarship. The Journal for Student Affairs in Africa, jsaa.ac.za, has completed its 5th edition and we are looking towards accreditation in 2015.

The Social Justice Framework of Student Affairs continues to inform our theoretical and pragmatic approaches to our work. In specific, the concepts of Participatory Parity (Fraser, 2009), Universal Design for Learning and the literature on Engagement, including the research from the UK, Austral-Asia and the US, inform our work.

The student engagement data, as we shared with UWC during 2014 has become a widely used reference for measuring UWC’s steps towards improving student persistence. We are looking forward to collecting data in 2015 again to monitor our progress in enabling engagement practices which underpin academic persistence and performance (Kuh, 2010; Strydom, 2012).

Student Development and Support is reconceptualised as a broader, systemic and more pervasive notion and we see this in the widening of reach and impact. Learning, re-conceptualised as multi-dimensional across personal-social-academic domains, occurs in an experience-rich


6 Annual Report 2014

2. MISSION AND GOALSThe mission and goal of the CSSS are to support UWC’s Institutional Operational Plan (IOP, C2010/1) with specific reference to 1. students’ academic success at UG and PG level;2. student engagement practices underpinning academic

persistence;3. promote a living and learning context which is conducive

to student academic, social and personal development.

3. ORGANIZATIONAL STRUCTUREThe CSSS reports directly to the DVC Student Development and Support. For 2014 we have had a number of acting arrangement and we look forward to the conclusion of the post of DVC SDS during 2015.

The Centre for Student Support Services has a range of departments and portfolios, these include:

1. Leadership Academy2. Social Responsibility3. Entrepreneurship Initiative4. Counselling and Therapeutic Services5. Crisis and Emergency responses6. Office for Students with Disabilities7. Peer Mentoring Programme 8. Graduate Development Programme 9. Academic Counselling and workshops

Name Position CSSS

Birgit Schreiber (PhD) Director

Amanda Swartz Administrator

Ludi-May Allie Receptionist

Wendy Wicks Receptionist

Academic Support DepartmentLaetitia Permall (M.Psych.Ed) Manager

Lorato Mokwena (MA.) Facilitator

Verushka Daniels Facilitator

Jacob Cloete (M Admin) Facilitator

Meshay Moses Facilitator

Kelly Jackson Facilitator

Eugene Davids Facilitator

Tatenda Mangwayana Facilitator

Ntsaphokazi Madyibi Facilitator

are aligned to this overarching institutional goal. The work includes staff training via HR, faculty training in all faculties, working with target groups such as SRC, Faculty Councils, societies, residences including Kovacs, the international office, and various other departments, offices and services.

We hosted international speakers, such as Prof Teboho Moja, Chris Friedrichs, Jay Mitra and national speakers, such as Dr Mike Herrington, Prof Ronelle Carolissen and Prof Kopano Ratele, and we thank them for their contribution to our students development. We welcomed a number of international guests to our Centre who shared their work with us, these included a delegation from Eduardo Mondlane University in Mozambique, Arcadia and Kentucky University and Morehouse and Spellman College, as well as Ball State and Ohio State University from the US, we also had benchmark discussions with colleagues from Wits, Stellenbosch and KZN and we appreciate being able to share our work with them.

These relationships are very important to us as we are able to internationalise our work in terms of content, process and practices, enabling our students to develop competencies and confidences to engage at an international level.

We were very fortunate to be able to teach a seminar the New York University Steinhard School and visit their Student Affairs division to learn important aspects for the improvement of our

work, especially with emphasis on Post Graduate and research focussed support and development. Tonia Overmeyer visited Morehouse and Spellman colleges in Atlanta and forged a good relationship with their Leadership Academy.

We are delighted that our staff continues to contribute towards national Student Affairs development. Laetitia Permall continues to serve on the NEC for the Southern African Association for Counselling and Development in Higher Education (SAACDHE), Birgit serves on the NEC for the Senior Student Affairs Association (SAASSAP) and both are on the NEC for the Southern African Federation of Student Affairs and Services (SAFSAS).

Birgit has been appointed to the board of the International Association of Student Affairs and Services and serves as the Africa Chair representing the Africa region. Her work on the editorial executive of the Journal for Student Affairs in Africa (JSAA.ac.za) enables a broad overview over developments in African Student Affairs and its scope, role and function with Higher Education. In this role she joined the Global Summit for Student Affairs in Rome and the international Student Affairs conference in Turkey as a key note speaker. What follows in this report is a detailed account of each department achievments and activities for 2014. I thank our committed and enthusiastic staff and especially our managers Tonia Overmeyer, Laetitia Permall, Evadnè Abrahams and Shahieda Jansen and also our colleagues from the SDS domain.

Birgit Schreiber PhD


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Permall, L. (2014). Knowledge of Student Development Theories . Paper presented at the Student Housing Training Institute South Africa. April 2014. Pretoria.

Permall, L. (2014). Strategic Thinking and Planning (Basic Group). Paper presented within the Curriculum at the Student Housing Training Institute South Africa. April 2014. Pretoria.

Permall, L. (2014). Strategic Thinking and Planning (Advanced Group). Paper presented within the curriculum at the Student Housing Training Institute South Africa. April 2014. Pretoria.

Schreiber, B. (2014).UWC Colloquium: Student Engagement Practices at UWC – lessons and recommendations for UWC, May 2014.

Schreiber, B. (2014). Mobilizing African Student Affairs – Finding our Voice. Paper presented at African Student Affairs Conference, March 2014, Wits University.

Schreiber, B. (2014). UWC Colloquium: The co-curriculum: an integrated practice or fragments at the fringes of university experiences? Opening Paper at UWC Colloquium, May, 2014.

Schreiber, B. (2014). IASAS Board Member for Africa Region. Global Summit of Student Affairs and Services, Rome October 2014.

Schreiber, B. (2014). Correlating higher education student support and student success – towards an integrated framework. International Congress of Applied Psychology, 2014, July, Paris, France.

Schreiber, B. (2014). Re-constructing students in a re-constructed higher education context – implications for universities in South Africa. International Congress of Applied Psychology, 2014, July. Paris, France.

Schreiber, B. (2014). Keynote presented: The developing domain of Student Affairs within the developing domain of Higher Education in South Africa. First International Student

Affairs Conference of Turkish Universities (ISAC) November 2014 in Ankara, Turkey.

Spannenberg, Z., Abrahams, E. (2014). Professionalising the disability unit – Equipping those who directly support students with disabilities with the required skills to promote access, inclusion and advocacy. HEDSA Symposium held at the University of Stellenbosh, October, 2014.

5. PUBLICATIONSMoja, T., Schreiber, B., Luescher-Mamashela, T. (2014). Contextualizing Student Affairs in Africa - The Past, Present and Future. Journal of Student Affairs in Africa, 2014 2(1), 1-8.

Moja, T., Schreiber, B., Luescher-Mamashela, T. (2014). Tinto in South Africa: Student integration, persistence and success, and the role of Student Affairs. Journal of Student Affairs in Africa, 2014 2(2), v-x.

Schreiber, B. (2014). Student Affairs in South Africa – the need for a Social Justice approach as basis for a normative framework. Journal of College & Character, 15(4), 85-98.

Schreiber, B. (2013). Constructions of Students as client or partner in knowledge creation? Journal of Psychology in Africa, 23(4), 85-89.

Schreiber, B. (2013). Chapter 1: Key challenges facing South African Student Affairs: an international perspective. In M. Speckman, M. Mandew, C. Bodibe (Eds). Student Affairs in South Africa. RSA, African Minds Publisher, Cape Town.

Luescher-Mamashela, T., Moja, T. & Schreiber, B. (2013). Editorial Introduction: Towards a Professionalization of Student Affairs in Africa. Journal of Student Affairs in Africa, 1(1&2). 1-6 http://www.jsaa.ac.za/index.php/JSAA/issue/view/1/showToc

Leadership and Social ResponsibilityTonia Overmeyer (MBA) Manager

Monique Withering Coordinator

Arnold Mdepa Facilitator

Sashley Bartlett Facilitator

Anga Gxoyiya Facilitator

Office for Students with DisabilityEvadnè Abrahams Coordinator

Carmen Loubser Administrator

Zeena Spannenberg Administrator

Therapeutic Services Shahieda Jansen (M.Psych.Clin) Manager

Rone Gerber (M.Psych) Psychologist

Marcia Minnaar (M.Psych) Psychologist

Philile Mngadi intern

Haavard Klovfjell intern

Dragana Stojiljkovic intern

Dave Pinchuk Consultant (M.Psych) Psychologist

Thabile Zondi-Rees - Consultant (M.Psych)

Psychologist

Cazimira Fouche - Consultant (M.Psych)

Psychologist

Gashinje Malanguka M1 intern

4. CONFERENCE PAPER PRESENTATIONS

Gerber,R., Schreiber, B., Minnaar, M. (2014). Online Counselling: A descriptive analysis of email counselling at a University Counselling Service, paper presented at the Southern African Federation for Student Affairs and Services in Higher Education (SAFSAS), Durban, KwaZulu-Natal.

Jansen, S. (2014). Towards an Afro-Eastern Model of Self for Effective Group Psychotherapy with Male Clients, 20th Anniversary South African Psychology Congress, Psychological Society of South Africa (PsySSA), Inkosi Albert Luthuli International Convention Centre, Durban, KwaZulu-Natal. Date of presentation: 17 September 2014.

Jansen, S. (2014). Group psychotherapy with young men at university: summary of participant evaluations 2009-2014. Colloquium on Young people engaging in/for non-violence and equality:

challenges, opportunities and constraints, Stias, Stellenbosch. Date of presentation: 30 September 2014.

Jansen, S. (2014). Introduction to male-focused personal change work at the Men-Supporting-Men event. CASE NGO, May 2014, Hanover Park, Cape Town.

Jansen, S. (2014). Introduction to male-focused personal change work at the Men-Supporting-Men event. UNISA Parrow Campus, May 2014, Hanover Park, Cape Town.

Moja, T., Yu, D, Schreiber, B (2014). Student Engagement Practices at a South African University: correlations with student persistence. paper presented at the Southern African Federation for Student Affairs and Services in Higher Education (SAFSAS), Durban, KwaZulu-Natal, August 2014.

Moja, T. & Schreiber, B. (2014) Exploring the co-curriculum: integrated practices or at the fringes of university experience? paper presented at the Southern African Federation for Student Affairs and Services in Higher Education (SAFSAS), Durban, KwaZulu-Natal, August 2014.

Overmeyer, T. & Schreiber, B. (2014). Leadership Development Models at HEIs in South Africa. paper presented at the Southern African Federation for Student Affairs and Services in Higher Education (SAFSAS), Durban, KwaZulu-Natal, August 2014.

Permall, L. (2014). Personal Empowerment For Graduate Success: Towards Bridging The Gap. Paper presented at the South African Association of Counselling and Development in Higher Education Conference. September, 2014, Durban.

Permall, L. (2014). Student Affairs Practitioners: At The Heart Of Learning In A Transmuting Higher Education Landscape? Paper presented at the South African Federation of Student Affairs and Services, August 2014, Durban.

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6. PROFESSIONAL MEMBERSHIP

Organization Acronym Staff

Psychological Society of South Africa PSYSSARoné GerberShahieda JansenMarcia Minnaar

Health Professions Council of South Africa HPCSA

Roné GerberShahieda JansenMarcia MinnaarBirgit Schreiber

Centre for Group Analytic Studies CGASRone GerberShahieda Jansen

Forum of African Psychology FAP Shahieda Jansen

South African Asssociation for Counselling and Development in Higher Education

SAACDHE Laetitia PermallBirgit Schreiber

Southern African Federation for Student Affairs and Services SAFSASLaetititia PermallBirgit Schreiber

International Association for Student Affairs and Services IASAS (Africa Region) Birgit Schreiber

Higher Education Disability South Africa HEDSAEvadne Abrahams Birgit Schreiber

LEADERSHIP AND SOCIAL RESPONSIBILITY


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Programmes and Projects

Our students have indicated that they have been involved in initiatives, programmes and projects that exercise their social responsibility. Below is a list of sites where students apply their social responsibility leadership skills:

The Ark (7), Ashley Kriel Youth Leadership Development Programme, Burden Free Generation -Mfuleni High School: peer mentoring, career guidance, fundraising, community garden project (2), Children’s Holiday programme (5), charity, medical and screening treatment community project, Class rep, conducted life skills training sessions (7), creative arts projects (2), Eco Energy project (2), EEE Transformer, Election observer, internships – law, Mandela Week Activities(3), Merweville Outreach, Miracle Kids: Volunteer, NBT Invigilator, neighbourhood watch, Peer Facilitator (2), reading project, Religious outreaches (1), school revitalisation project, Street Law-Pollsmoor Prison: Juvenile Education (3), Student Advice Legal Aid Clinic, tutoring (7), TV presenter: Cape Town TV, Umephi Childrens Home – volunteering, recycling project – Graskop community.

Social Responsibility is an important aspect of the social change model of leadership development that is followed by LSR. As many of our students have chosen their area and brand of involvement prior to ELP, the department does not require a specific class project. Students are offered the opportunity to enlist assistance and support for their organisation’s projects from their class members, allowing a cross pollination and

strengthening of existing projects through increased exposure. This practise also allows for wider impact.

Students have a keen awareness and recognition of the role that Social Responsibility plays in their leadership development, as evidenced by the following quotations:

The process of engaging in social good is a mutually beneficial process. Yandisa observes, “As I apply myself or impart my knowledge and skills to the community, the community impacts my growth and enables me to be a better leader”.

Graduate Attribute 2 states that UWC graduates should be engaged, committed and accountable agents of social good. In sessions, we emphasise the importance of agency and they feel compelled to contribute. “I cannot be an effective leader if I am not making a difference in my community and in people’s lives”, says Fatima. Eden echoes this sentiment, “As a leader with possibilities and opportunities, I feel that I have the responsibility to give back to not just my own but all possible communities.”

Advanced Leaders Programme The Advanced Leaders Programme is an extension of the Emerging Leaders Programme, where students are not only exposed to leadership, but are asked to deepen their knowledge by analysing issues within the framework of the university, communities and global environment within which they find themselves. We facilitate this process through the provision of content and a supportive environment designed to stimulate participants.

The programme has been designed to follow the immersion principle where programme delivery is provided in modular format. Sessions take place at the start of semester breaks and this allows participants to focus fully without distraction or time pressures. This programme also involves a deeper exploration of the four pillars of leadership and challenges the student to be an active facilitator of leadership development.

1. LEADERSHIP PROGRAMMES

Emerging Leaders Programme

About the programme

The Emerging Leaders Programme is a co-curricular programme designed for students who want to develop their leadership skills further - who want to grow, who want to be challenged, who take this country’s need for responsive, responsible citizens seriously. Participants attend modularised programmes and sessions cover four pillars of leadership development: General leadership, Self-development, Building sustainable support networks and Practical project skills. Forty-five carefully selected participants have the opportunity to develop their leadership attributes by exploring the application of leadership theory and principles in their everyday life, behaviour in organisations and delivery on projects.

Session Themes include:• Aims and goal setting and monitoring skills• Mission and Vision of personal framework• Team Work• Time Management and assertiveness• Everyday Creativity and lateral thinking• Motivation• Conflict Management• Steve Biko Commemoration • Running a successful organisation • Project management• Reflection and self-monitoring

About the studentsStudents are drawn from different faculties, different years of study (UG and PG) and students represent different organisations, different backgrounds, culture and levels of experience and developmental stages. This diversity enriches the leadership development experience by offering different perspectives and alternative ideas and solutions around leadership themes and issues. This offers students a multi-faceted peer learning environment where they are challenged and required to critically examine their assumptions about the world.

In 2014, our students represented the organisations in the list below. These include academic organisations, religious organisations, sports and cultural organisation. The number in brackets indicates the number of students in the class belonging to that organisation. Many students have multiple involvements:

ABSIP Associates for Black Securities and Investments Professionals (2), Achievers Elevation Foundation (2), Burden Free Generation, CAC Youth Awareness Programme, CIMA Global Business Challenge, Educo Africa, Enactus (3), Fasken Matineau Winter Vacation Programme, Gender Equity Unit, Golden Key International Honour Society (2), Hope for Africa Initiative, House Committee (3), Iliso Care society, Imbewu, Institute for Justice and Reconciliation, International Mathematics Olympiad, Langa Advice Office, Law Top Achievers project, MUTE, National Electoral Commission Youth Summit, Pascap Trust, PMP (5), PriceWaterHouseCoopers Tax vacation programme, RAG (8), Reading and Writing Solutions, Religious Organisations, SAWIP, Sihambela Phambili, Sports organisations, Street Law (3), Students for Law and Social Justice (SLSJ) (2), The House of Love and Music, Ubuntu Baby House, UNASA –UWC, Volunteers Direct, Vutivi (Knowledge), Young African Leaders Initiative, Young People at Work.


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On the 27th September 2014 the Leadership and Social Responsibility Department carried out its first capstone activity with sixty ELP and Activate participants. The capstone aims to integrate formal learning gained across the sessions, as well as informal learning, in order to create a space for meaningful closure. Students combine their experience, diversity and connectedness and to analyse and address a real world issue. This component presents a forum for both enhancing and demonstrating the student’s leadership competencies including collaboration, communication, issue analysis, decision making and problem solving.

Second Annual Alumni Reconnection EventWe are privileged that many of our students remain connected to the department beyond the completion of their formal programme. Leadership and Social Responsibility hosted its second annual Alumni Reconnection event for ELP and ALP graduates on 20 September 2014.

The aim of the event is to provide a forum for programme alumni to reconnect with each other, the department and their leadership journey.

The theme of the day was ‘Celebrating your Leadership Journey’ with the aim of encouraging alumni to reflect on their personal journey and celebrate their successes. The programme was conceptualised and planned by alumni, Juanitill Pettus and Semone Ownhouse.

Student Organizational Development

Ashley Kriel Leadership Development Programme2014 served as an exciting year for the selected UWC students that participated in the 2nd annual Institute for Justice and Reconciliation’s Ashley Kriel Leadership Development Programme. This opportunity was created for young people from communities around the City of Cape Town to participate in Leadership Development.

LSR students that participated in the Ashley Kriel programme cross-pollinated class sessions with shared insights and perspectives.

LSR aims to expand our offerings for students by seeking and promoting such opportunities that might enhance our students’ leadership development experience.

The project draws inspiration from young political activist Ashley Kriel, a Cape Flats youth leader, who was murdered by the apartheid regime in the 1980s. Ashley Kriel is seen by many as a symbol of youth activism, in its many forms, and of the very real potential that youth hold for social change in communities.

Session Themes

Module OneLeadership• Reconnecting to leadership• Leadership styles• The VISA analysis • Exercises in leadership

Module TwoPower• Different types of power• Values and power• The sources, misuses and uses of power• Intercultural bravery• Identity• Visits to the Holocaust and the District Six

Museums, Mayibuye Robben Island Museum

Module ThreeFuture Visioning• Active citizenship• Scenario planning• Reflecting on the past and envisioning the

future • Exploring the macro and micro contexts of

your leadership • National Planning Commission

Pathway for Life Leadership and Social Responsibility proudly hosted Ray and Gay Brook, international leadership facilitators, who offered an exciting leadership opportunity for UWC students. Pathway for Life aims to help University students discover their identity, with their unique set of gifts, talents and experiences; along with their dreams and ambitions. It is a fun, interactive, experiential personal leadership learning opportunity.

Sessions were offered over three Saturdays in March. This programme is also presented internationally in India, China, Japan, Taiwan, Thailand, Indonesia and South Africa.

Activate Participants on the Pathway for Life programme showed growth and dedication to their leadership development. They also demonstrated engagement and involvement in social responsibility as well as additional leadership development activities offered. LSR developed a programme for them offered over two days in September, named Activate Leadership. Themes cover the four pillars of leadership. We welcome these new members to our leadership group.

MidyearOn the 26 July, we hosted a midyear event challenging the students’ ability to work in a team, whilst building and strengthening the networks between the Wednesday, Friday Emerging Leaders and Advanced Leaders classes. This field trip was also meant to deepen and enhance learning from class room sessions through practical application. It is a gentle precursor to capstone territory. Critical thinking, historical and environmental empathy was also targeted.

Students needed to complete engagements with interactive displays and use digital media to capture and log their progress with “headquarters”. Special displays included Nelson Mandela Tribute section and the Umama book exhibition. The students especially enjoyed learning about the book that is featured and was compiled by Marion Keim, an associate professor at UWC.

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Annual Report 2014

Aligned with the celebration of the milestone of 20 years of South Africa’s democracy, the Programme’s theme for this year was “Freedom to create change”. Project participants include students from University of the Western Cape, University of Cape Town, Stellenbosch University, as well as school learners and community members. The programme comprises a series of workshops and dialogues.

Engagement in dialogue with youth from different social realities and experiences offers young people an opportunity to learn from and exchange knowledge with their peers. It is in the exchanges between people in the moment that meaning is developed, not within either party’s head, but rather, in the interpersonal space between them.

The programme create spaces where youth from different cultures, social and economic backgrounds, particularly youth who have access to tertiary education and those who do not, can interact in safe spaces as equals and exchange individual views and experiences. This provides a platform for our students to experience leadership development in an environment that extends wider than the tertiary environment.

Youth are encouraged to transcend barriers that have been erected by previous generations and deepen impact of building inclusive societies through dialogue. Our students are further equipped with skills in leadership and heightened self-esteem.

10 Students from the University of the Western Cape were selected to participate in 2014. They attended workshops that were held at the offices of the Institute for Justice and Reconciliation, Atlantic Imbizo, District Six Museum, and the Cape Milner Hotel. During the workshops our students

formed part of facilitated group discussions. After completion of the programme students received certificates.

Achievements and highlightsThe students were also invited to attend the 11th annual Ashley Kriel Memorial Lecture held at the University of the Western Cape. Students from across schools in the Western Cape attended the event which was help at the 30 October at the Library Auditorium.

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Evaluation factsThe following table includes highlights from evaluations.

Networking:Did you find the Networking Session Useful?

99%

Minute Taking: Did you understand the importance of the steps involved in minute taking?

100 %

Strategic Planning: Did you gain more appreciation of your role as an executive member?

98%

Time management: Do you better understand Time Management?

97%

Personal Branding: Do you understand the impact of Personal Branding in your organisation?

100%

Conflict Resolution: Do you have any better understanding of Conflict Resolution?

99%

In 2015, the programme will include recognition of the time commitment and energy that students put towards training, structures will be given certificates for their participation at the end of the programme.

An additional training session themed “Running a Successful Organisation” will be introduced. As departmental capacity is constrained, the Student Governance Officer and SRC representative partners will be included more in facilitation. This will also add versatility to the sessions and will further equip student leadership with additional skills.

Increased exposure to leadership dialogue will be encouraged through affiliate participation in LSR leadership sessions on campus like Reflections on Mandela, and Steve Biko FrankTalk.

2. STEVE BIKO WEEK

IntroductionThe Leadership and Social Responsibility Department recognises the immense contribution of our fallen leaders. Through their remarkable leadership qualities and values, these leaders channelled their student activism to forwarding the vision of a unified and democratic society in South Africa. LSR chose Steve Biko as a symbol to celebrate the contribution of these unsung heroes towards the liberation of our South Africa.

Our Steve Biko Commemoration offerings are designed to engage a more diverse group of students, who can use their unique skills and talents to share and develop leadership insights, in the form of contemporary arts. These offerings include events that took place from the 8th until 12th September at the University of the Western Cape and at the University of Cape Town in collaboration with the Steve Biko Foundation.

1. INTRODUCTION In 2014, the LSR observed an improvement in SRC Affiliates structures’ uptake of training sessions designed to improve the capacity of elected organisational executive members.

This success, as evidenced in increasing attendance, can be attributed to the excellent collaboration the LSR has with the Student Governance Office and the Student Representative Council of 2014.

As part of the training, a maximum of 3 executive members from 49 structures affiliated to the SRC were requested to attend all training sessions. In total, the SRC affiliate structures represent an average number of 4 312 members of the UWC student community. As the executive members must train the respective members of their organisation, thus infusing structures with these skills, LSR’s reach is expanded, as these students benefit from increased leadership capacity within the structures.

Executives received extensive and monitored training in the following key skills to enable them to perform their duties in the student organisations:

• Networking• Minute Taking• Time Management• Strategy Training• Personal Branding• Conflict Resolution• Report Writing • Leaving a Legacy

The training which is spread throughout the academic year takes place during extended lunch periods on Tuesdays and Fridays afternoon from 14:00 until 16:00. Consultation with stakeholders ensured that the scheduling of these sessions were acceptable.

The aim of the training is to provide critical skills which can assist newly elected executive members of the UWC student structures in providing good governance, sound management and effective

leadership to their student constituency on campus.

This speaks to the spirit of the Charter of Graduate Attributes section 2 which states that UWC graduates should be engaged, committed, and accountable agents of social good.

During 2014, the training sessions took place on the respective dates and times as agreed upon by the parties. Meetings were held to plan ahead and the Student Governance Officer, and SRC Affiliates Officer always sent the invitations to the executive members well in advance for all trainings. After the workshops, the parties would discuss what went well and what could be improved in the next trainingAn increase in student executive members participated in all training sessions. The sessions were designed to be interactive and participants used this as an opportunity to engage, participate, reflect and ask questions.

Achievements and highlightsThrough the Leadership and Social Responsibility Department’s training interventions with 49 SRC Affiliated structures, our programme have been able to yield positive results of reaching a student community of 4 312 students.

As there were more students attending the workshops compared with previous years, evidencing an increased degree of commitment and growing recognition of the importance of skills development and capacity building of UWC student leaders.

Students left the sessions invigorated by an increased confidence in their abilities to lead their structures to their stated success.



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3. SOCIAL RESPONSIBILITY

RAGRAG members reported an interesting and exciting year. RAG generally offers social responsibility development opportunities for a more casual and adhoc experience, particularly for those that have limited time or want a more hands on experience. LSR wanted to engage RAG members who sought more project experience a space to flourish. Participants were allocated to different groups comprising between 10 – 15 RAG members. As a team, these groups were responsible for developing a concept that would be both fun and developmental for the target group and to ensure that their project was successfully implemented. As such they needed to develop a project plan that would be submitted for approval, source necessary resources within a tight budget and to prepare members for project delivery. Each group was allocated a date to work toward and needed to manage their time accordingly.

The Ark Outreaches

Group 1

RAG hosted an outreach on Saturday, 29 March which focused on Career Aspirations and the importance of Education. Participants from The Ark, City of Refuge were given a notebook to write down their goals and were required to sign an agreement with themselves as a reminder that they will strive to achieve their goals. It was also encouraged that the journals be used to keep record of their progress and achievements. On the day, the students provided icebreakers, inspirational videos and a motivational speaker that focused on his life experiences and business ventures and how he used that to overcome obstacles. We divided members and participants into groups that shared their vision with their peers and also discussed their next steps to achieving their aspirations.

The targeted group was 16 – 30 years of age. 29 individuals attended and 18 RAG members were present. Participants mentioned that these sessions inspired them to either finish school or to apply for a tertiary intuition.

Group 2

RAG hosted an Easter Egg Hunt on Saturday, 5 April 2014. This activity used the Amazing Race concept where students completed different challenges to move on to the next round. However, cooperation, as opposed to competition, was encouraged within and between the different groups, with the focus instead, placed on inclusion, learning and participation. All the activities required that they work together in a team at each station.

I am Biko Creative Arts SessionLSR kicked off the celebration of the life and legacy of Steve Biko on a high note by hosting the I am Biko Creative Arts session on the 09 September in the Library Auditorium. LSR developed this concept to encourage students to develop confidence, communication skills, creativity and critical thinking using the medium of creative arts. The event gave UWC students a platform to celebrate the rich legacy of Steve Biko through poetry, music, painting and dance.

In total students performed 17 acts to a vibrant audience of 104 students and staff. I am Biko Creative Arts acts were intellectually stimulating, thought provoking and creative, as well as entertaining.

2nd Annual Steve Biko Frank Talk Dialogue The 2nd Annual Steve Biko FrankTalk Dialogue took place on the 12 September at the Library Auditorium and 60 students and staff members attended the event. The FrankTalk Dialogue is an initiative that advances public education about the Bill of Rights, by constructively engaging young leaders and professionals in national discourse. The partnership between the Leadership and Social Responsibility Department and the Steve Biko Foundation for 2014 centred around critical engagement on pertinent social issues affecting society today. This year’s theme “Two decades of democracy: The role of race, culture and identity in shaping South Africa Today”, also served as a poignant barometer of gains and losses.

Dr Birgit Schreiber, Director from the Centre for Student Support Services in her welcoming address expressed how young people can use platforms like the Steve Biko FrankTalk Dialogue to voice their opinions and use critical engagement as a tool to shape society for the better. The panellists comprised the CEO of the Biko Foundation, Mr Nkosinathi Biko; Head of the Institute of Social Health Sciences from UNISA, Professor Kopano Ratele; and Education Manager from the District

Six Museum, Ms Mandy Sanger. They all spoke eloquently about the theme and located it in the current context in South Africa.

Mr Biko shared his thoughts and definition of race according to the Black Conscious Movement led by Steve Biko as a “new way of life that brought about a new definition of race that transcends pigmentation.”

Ms Sanger spoke about the difficult times they had to encounter accessing Biko’s materials and according to her “Steve Biko’s writings were a revolutionary act because it was dangerous and banned. It was entering a zone of discomfort.”

Professor Ratele, a scholar who has done a lot of work and research on the subjects of sexuality and identity spoke critically about how we can deal with the issues of inferiority and internal segregation. He reminded the audience that in order to deal with this is to have “the desire to seek genuine integration for the realisation of a new self.”

UWC student leaders had an opportunity to interact and ask questions of the panellists and also to share their perspectives on the theme.

The 15th Annual Steve Biko Memorial LectureThe 15th Annual Steve Biko Memorial Lecture was hosted by the Steve Biko Foundation and the University of Cape Town (UCT) on the 11 September. The guest speaker, Judge Navanethem, “Navi” Pillay, former United Nations (UN) High Commissioner for Human Rights spoke on the theme “Advancing Human Rights in South Africa and the world”. She noted that informed international norms and standards was influenced by the late Steve Biko and hence the relevance of the lecture. Judge Pillay applauded South Africa for its liberal constitution especially with regards to sexual orientation and urged the nation to not lend support to those posing as a threat to human rights. 40 student delegates from the UWC attended the lecture at UCT.



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The aim of the project was to contribute to achieving the School’s goals to:• Increase learners’ understanding of basic

Mathematics.• Offer tutoring sessions to Grade 6 learners to

enable them to perform better.

Increase the School’s Systematic External Exam percentage through offering tutoring sessions

This is the third year that the tutoring initiative is running. The percentage increased last year, which in turn earned the School additional funding from the Education Department.

Despite the fact that the number of learners that connect with this project is increasing, the number of students that volunteer as tutors remains low. In 2014, we changed the requirement for students to volunteer at any number of twice monthly Saturday sessions or at a holiday workshop.

Mandela Week

Mandela Week - The Celebration Starts Leadership and Social Responsibility embarked on a week of diverse activities to commemorate the life and legacy of Nelson Mandela. Our theme was #DOYOURPART.

On Monday, 14 July 2014 we kicked off celebrations during lunch time in the Student Centre. We called upon students in the cafeteria and passers-by to write on our interactive board to express how they will take action and inspire change. Some wrote that they will read to the elderly at an old age home, some mentioned that they will donate items and some pledged to reach out more.

Whilst students wrote on the board, we had entertainment items performed by UWC student volunteers, including rapping performed by Hlomphang, contemporary dance by Mauricia and poetry by Dira. All the performers were well received by the students. Some of the audience engaged in activities such as block puzzles and pictionary, all in relation to our hero, Nelson Mandela. In addition, we encouraged students to sign up for the rest of Mandela Week activities whilst volunteers distributed information brochures.

Mandela Week: Mandela Day Leadership and Social Responsibility embarked on daily activities to commemorate the life and legacy of Nelson Mandela. Our theme was #DOYOURPART offering students and staff the opportunity to reflect and participate in a number of diverse opportunities to honour Mandela’s legacy.

Challenges included diverse activities that appealed to different strength areas, such as tag team sack race, tag team egg race, storytelling and comprehensive listening, mathematics problem solving and charades. Once the groups completed all tasks, they got their final clues which led them to their treasure. A total of 54 children from the ages of 5 -16 years attended and 21 volunteers attended and contributed to the success of the project.

Group 3

A healthy body, healthy mind concept was the focus of the Healthy Living event that took place on Saturday, 3 May 2014 where 42 children participated and 14 RAG members attended. Students started off with an interesting Icebreaker with a Beyonce song that required a fast pace and fun dance moves. Thereafter a presentation showcased how to live a healthier lifestyle and how our daily activities can be seen as physical fitness. These activities could include playing any sports, having fun on the playground, walking, running and getting involved in activities that requires movement. Children were divided into groups where they finished sporty activities at different stations, working as a team. Stations included soccer, netball, touch rugby and a fruit and vegetable identification station.

Group 4

August heralded Women’s month and RAG wanted to do something special for the women of The Ark. The initial concept was to spoil and pamper them for the morning and to provide them with various cake and tea. Icebreakers were a big hit, as well as inspirational videos about Woman and their Worth. Students commented that the most important part was the fellowship and networking with these women, which allowed the sharing of their stories and life experiences. Students heard about their challenges and how they overcame it. They were also excited to hear about their future plans and the next steps that these women were prepared to take in life. The RAG members pitched in numbers at this outreach involving 23 RAG members attended

and 50 women participants. This event took place on Saturday, 16 August 2014.

Group 5

RAG hosted a Diversity workshop on Saturday, 6 September 2014, with 48 children and 18 students in attendance. These activities focused on how to embrace your own uniqueness and accept each other’s differences.

RAG focused on practical examples, a presentation and video clips to illustrate the concept. Participants were engaged in icebreakers, group reflection sessions as well as a craft session (using magazines, pastel colours, stickers and glitter) where groups created a poster reflection on what they learnt and what diversity means to them.

Group 6

The last outreach focused on the importance of reading and how it forms a vital part of our daily lives. Activities included included filling in the missing words, so that we used the right words in the right context. The group also gave participants a “fill in the missing words” activity, using the South African National Anthem. Once they completed this task, everyone sang together in harmony using the sheet which they completed. The event took place on Saturday, 27 September 2014, close to Heritage Day, where 47 children and 12 volunteers participated.

The Hague Tutoring InitiativeThe Hague Primary in Delft, is one of many schools that faces the problem of a low pass rate in Mathematics. They called upon Leadership & Social Responsibility in 2012, seeking a solution to address this issue. RAG agreed to assist the school by providing Mathematics tutoring sessions in Afrikaans to Grade 6 learners.



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ENACTUS

Enactus UWCEnactus is a community of student, academic and business leaders committed to using the power of entrepreneurial action to transform lives and shape a better, more sustainable world. The core focus of this international student organisation is:

entrepreneurial—having the perspective to see an opportunity and the talent to create value from that opportunity;

action—the willingness to do something and the commitment to see it through even when the outcome is not guaranteed;

us—a group of people who see themselves connected in some important way; individuals that are part of a greater whole.

The focus of the organisation is in line with UWC Graduate Attributes particularly critical citizenship and the social good and the development of overarching skills and abilities especially ethical, environmental and social aware consciousness and agency.

During the 2014 academic year the Enactus UWC chapter grew in project output, bringing many highlights and successes. The UWC Enactus chapter has doubled its active membership over the last 12 months due to an investment in

growing the team. There is now a strong diverse group of core members who participate in all Enactus UWC activities. Further, the Enactus UWC team has established partnerships with various on-campus stakeholders who facilitate project implementation.

Enactus – EcoEnergy

Project OverviewEnactus UWC created the EcoEnergy project as a way to provide an economical and sustainable fuel source to individuals in the surrounding communities. The project is centred on the motto of “recycle, reuse, and reduce” to create an economic and environmentally sustainable fuel and heating source that is accessible to community members of all income levels. Biomass technology, recycled raw materials, such as sawdust, paper, and cardboard, are used to make briquettes. Due to the sustainability of the product, EcoEnergy offers many environmental and economic benefits. The Enactus UWC EcoEnergy team created various compositions of the briquettes and tested these throughout the course of this year. The next stage of the project involves conducting community workshops around briquette making and usage as well as moving to large scale production of the briquettes for sale.

AccomplishmentsThe EcoEnergy team participated in the LaunchLab Pitching Den competition. This competition is a collaboration between Stellenbosch University and the University of the Western Cape is a combined effort to formally promote entrepreneurship amongst students. As the focus of Enactus is to develop entrepreneurial spirit, the competition was an opportunity to further put this into practise. The students presented in the WWF Challenge category which aimed to develop an idea for an innovative technology/service/process that can substantially contribute to the reduction

On Mandela Day 2014 we hosted a community outreach in collaboration with Ubuntu Organisation in the Belhar community. We invited students and staff to volunteer and to assist with implementation of our Children’s Literacy Day. 54 student volunteers attended, including 20 exchange students from Marquette University.

The Children’s Literacy Day was indeed a success. We presented activities such as story telling based on a children’s story depicting the life of Nelson Mandela. This story was written by Nehna Singh, a UWC student and participant in the Advanced Leaders Programme. We also compiled and distributed Activity Books to each child with the aim that they could take it home to show their friends and families. The Activity Booklet included colouring sheets, maze games, word search, fill in the missing words, all in in the theme of honouring Nelson Mandela. A total of 64 children ranging from the ages of 5 – 14 years attended the event. This led to almost a 1:1, volunteer to child ratio which was special in terms of personalised attention and engagement.

We had maximum participation from children and volunteers which made the Children’s Literacy day a joyous occasion and in turn received good feedback from both children and volunteers. Mandela Day 2014 would not have been successful without the input of the student committee as well as the assistance of volunteers.

We as Leadership and Social Responsibility express our gratitude to all volunteers who participated in our call to activity. #DOYOURPART.

Youth Reflections on the Life and Legacy of Nelson MandelaThe Leadership and Social Responsibility Department together with the Institute for Justice and Reconciliation, the UWC Mayibuye-Robben Island Archives, and a group of UWC students hosted a discussion panel, open dialogue, and reception on 17 July 2014 in the UWC Library Auditorium. The theme of the dialogue was Reflections on the Life and Legacy of Nelson Mandela. The event, which was part of Leadership and Social Responsibility’s Mandela Week, brought together the UWC community to share their experiences on what Mandela epitomised as a freedom fighter, the leader of South Africa, and a global icon.

Volunteer Appreciation Event As with previous years, the LSR recognised students that stand out based on the number of outreach events they attend and/or their level of participation. Groups represented were RAG, Enactus, Student Assistants and “Friends of LSR”. This year, the Appreciation event was held at the Taal Monument in Paarl.



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Community Engagement Projects Enactus UWC engaged in a series of community engagement projects to build and sustain ongoing relationships with members of the Ubuntu organisation in the Belhar East community. Enactus has been working with this organisation over the last 2 years. The community projects conducted include a series of work preparedness workshops, elderly interaction session and a children’s holiday programme. These projects aim to encourage interest, involvement and volunteerism amongst the students.

Work Preparedness Workshops A large number of job seekers face challenges in tackling the job market, which may discourage them, potentially sabotaging their efforts. Enactus UWC undertook a series of work preparedness workshops. These workshops entailed assisting participants from the ARK in Mfuleni as well as the Belhar East community in the creation of tailored curriculum vitae both in soft and hardcopy, letters of motivation and interview tips and tricks.

Elderly Interactus Enactus UWC implemented an engagement session with elderly members of the Belhar East community. During the session they engaged the community members in a series of activities focused both on their physical, mental and creative capabilities.

Fostering Interaction –Holiday ProgrammeTwo holiday programme sessions were held during the course of 2014 specifically with the themes of anti-bullying and health and hygiene.

Anti-Bullying ProgrammeAs a large number of children who face “bullying” and victimisation at school and within their community, Enactus UWC developed an awareness raising campaign. Over 60 children from the Belhar East community participated in this activity.

Health and Hygiene

The second holiday session focused on health and hygiene. The programme also consists of an Art and Crafts session which took place on the second day. Over 120 children participated in this activity.

of carbon emissions or enable energy access through a sustainable clean energy solution. The team made it through to the finals of the event as a wildcard entry narrowly missing out on the grand prize. The opportunity for learning and growth, as well as expert feedback on the project concept and connecting with mentors who can provide further support was invaluable.

Enactus - UniBuy

Project OverviewA group of six Enactus members developed a submission to the Unilever Sustainable Living Plan (USLP) Enactus Challenge. This competition was designed to recognise and reward Enactus teams in South Africa who create and deliver projects aligned with the goals of the USLP. The team worked in collaboration with employees of Unilever South Africa to focus on the following:

Research Unilever brands and projects that have been successfully launched Research the Unilever Sustainable Living plan goals and come up with an idea for job creation that is both aligned with a USLP goal and will grow the Unilever business.

Develop the business model to support the idea Identify possible partners Implement the idea The student team conceptualised the UniBuy project that aims to develop a mobile purchasing system for UWC students to access Unilever products at competitive prices. In addition the project aims to incorporate a recycling component run within the residence. Through collaboration with Residential Services, Green Campus Initiative, CoLab for eInclusion and Social Innovation, and Central House Committees, Enactus UWC is confident that the UniBuy system will provide students with convenient and affordable access to products. In addition to increasing accessibility, this project also improves environmental sustainability and responsible recycling habits

AccomplishmentsIn presenting this project as part of the Enactus Unilever Sustainable Living Challenge the students participated in three rounds of competition. The UWC team was delighted when they were shortlisted for the quarter and then semi -finals. On the 3rd July, three project members, were flown to Johannesburg where they presented to a judging panel. In the Enactus National Special Competition they were awarded a third place trophy overall out of the 24 teams that participated with additional prize money to continue project implementation.



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Association for Friendship with Foreign Countries (CPAFFC), the official governmental host of the event. This was followed by a forum with speakers addressing the theme of this year’s competition “My Dream, our Dream”. Speakers included Mr Jean-Pascal Tricoire CEO of Schneider Electrical, a multinational corporation that specialises in electricity distribution, automation management and installation. He shared his dream growing up and how this has been realised through the work he currently engages in. Mr David G Brooks, President, Coca-Cola, Greater China and Korea Business Unit, also relayed how he turned his vision and dreams as a young person living in China, into a reality.

On Day 2 and the opening round of competitions began. The air was electric with anticipation as Team South Africa, represented by the National Champions, the University of Fort Hare, presented their projects. Their accomplishments profiled included a biomass plant with the ability to sustain an entire village in Alice, Eastern Cape, as well as a food security project utilising community vegetable gardening.

France outlined an online learning platform they had created to help school children focus on three key pillars – encouragement, education and empowerment. One of Team Australia’s projects named CulinaryTales centred on providing a platform for refugees to create pop up restaurants making the food of their homelands and selling these through restaurant nights. The refugees then earn an income and can share insights from their homeland with dinner guests.

This session was followed by a Top to Future Top session for the students whilst the faculty and country advisors attended a Faculty Advisor Best Practise session. The core focus of this session was on the role of Faculty Advisor, team and project sustainability and marketing the Enactus Brand to key decision makers on Campus. This was a very informative and engaging session where the 200 assembled Faculty Advisors had an opportunity to engage and dialogue.

Monique was placed in a group with representatives from Morocco, Mexico, Ireland, the United Kingdom, Australia, Brazil, Canada, Malaysia, Singapore and Ghana.

Key learnings from this session included:

Creating a 2 week unpaid “internship” opportunity for students to engage in Enactus project development and delivery. This ensures a constant source of students who are committed and want to gain skills and practical experience. In return, they receive a letter of reference for activities carried out which adds to their co-curricular portfolio.

• Linking Enactus projects with theory, taught in faculty and in different modules for example having students undertaking community development as a module participating in projects within the communities through Enactus. This provides a basis for the students with theoretical knowledge to put into practise within a safe space what they learn in the classroom.

Chapter Development and SupportA series of team activities and training sessions were held during the course of the year to grow the capacity of the Enactus UWC team. A training session was held with a representative from the national office during the start of the year to introduce new members to the chapter and to provide an overview of best practise options. A second training was held mid-year to prepare the team for participation in the Enactus National Competition.

Marketing activities and recruitment was done during the Enactus Valentine’s day activity which combined a fundraising activity with a green theme. Here, the team worked in collaboration with the Green Campus Initiative.

The team also carried out marketing and awareness-raising campaigns during the Enactus week as a means of profiling the organisation and projects to the wider campus community. The team carried out two team building activities in order to connect as an executive to better understand their ways of working and how to implement projects effectivity.

Enactus National CompetitionA team of six students represented UWC at the Enactus National Competition from 10-11 July. This was a culmination of two months of

preparation, rehearsals and hardwork and the students learnt a great deal from the process including best practise in public speaking, presentation preparation and report writing.

Enactus World CupFrom the 22nd - 24th October Monique Withering, Co-Faculty Advisor for Enactus UWC attended the Enactus World Cup in Beijing, China.

Each year the 1600 chapters within 36 countries compete nationally by showcasing their projects. A National Champion is then selected from each country to compete in the Enactus World Cup. This year, more than 5000 university students, academic, business and government leaders converged on Beijing, China, for this event.

It was such a special moment when the programme opened on the 22nd October with the Culture Fair, where each country represented had an opportunity to showcase their uniqueness through, song, dance, food and dress. Team South Africa wore traditional Xhosa dress and performed a number of traditional musical and dance items which brought a great deal of interest and excitement from other country representatives.

Later in the day, at the official opening of the competition, delegates were welcomed by President Li Xiaolin from the Chinese People’s



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the Enactus World Champion for 2014. The team representing China took the trophy and title with the team from Morocco coming in second.

Overall the experience provided many opportunities for networking not only with the other South African representatives but also other Faculty Advisors from around the world who were open to continuing communication after the competition ended. Hearing the innovative ways that students are impacting communities also provided ideas which can be implemented by the UWC team.

Entrepreneurship Initiative

Introduction Effective entrepreneurship is paramount in South Africa where the unemployment rate ballooned to 24.1%. It is in this time that we aim to produce UWC students that are capable of applying their knowledge to solve these complex problems.

In 2014, the Entrepreneurship Initiative had the objectives to support and develop entrepreneurs that will ignite the South African economy. We aim to develop entrepreneurs that will create sustainable and effective enterprises, not only at a large scale but even in their immediate communities. In order to achieve this, we expose interested students to practical business concepts. We planned to make business as practical as

possible and to give students the experience they would not get in a lecture set up.

Opening Function: EI LAUNCHThe Entrepreneurship Initiative launched on the 18th of February where over 50 passionate and enthusiastic students discussed the value of entrepreneurship in our country. This discussion was triggered by the inspirational story of a 21 year old Sizwe Nzima, an entrepreneur from Khayelitsha that started a bicycle courier company called Iyeza Express. This is a company that delivers medication to ailing members of his community. He was recently listed as one of the top Young African Entrepreneur on Forbes. This was inspirational and evidence that we all have the capability to transform lives through entrepreneurship.

UWC Entrepreneurs also had a networking session where they exchanged information about their operating/aspirational enterprises. Over six different businesses managed to get common ground and established areas of collaboration.

The launch was a huge success that gave us the hope that students were hungry for such opportunities.

Online Discussion One of the key factors that led to the success of the Entrepreneurship Initiative in 2014 was the engagement through social media. The Facebook Page was the most commonly used. To keep students engaged on the Page we held a Live Online Discussion. The discussion was held on the 13th of March during the lunch break. However, the discussion continued even after that, as many found the debate was intriguing. The question in discussion was:

• Building the team by creating a strong network of alumni and utilising technology to connect with students both past and present to encourage continued involvement in projects.

• Seeking business support to fund projects and activities.

This was followed by a panel session moderated by Lord Dr Michael Hastings (Global Head of Citizenship, KPMG International), with panellists Doug McMillon (President & CEO, Walmart Stores), William Wang (Founder & CEO, Vizio), Tom Gorman (CEO, Brambles) and Roza Otunbayeva (Former President of Kyrgyzstan). The panel examined opportunities for taking meaningful action to address important global issues.

The day ended with the announcement of the 16 teams progressing to the semi-finals and drawing for leagues and time slots. Team South Africa made it through to the next round and were placed in a league with Teams Morocco, Canada and Malaysia. Team South Africa was supported by 10 faculty advisors from the University of Johannesburg, University of Zululand, Vaal University of Technology, Central University of Technology, Cape Peninsula University of Technology and of course, University of the Western Cape. These faculty advisors worked with the South African team by providing feedback on rehearsals, posing questions and highlighting areas to be considered.

The final day of competition was filled with activity beginning with the semi-final round of competition. Team Malaysia presented two projects, Back2Bag a job creation project for individuals with disability who are taught skills in making bags from recycled plastic bags sourced from landfills. 4Nature focused on teaching local farmer’s methods for cultivating rice using organics farming practises. Team Canada presented three projects - one of which was Bottlepreneur, where homeless individuals from different neighbourhoods in Canada are trained in collection, sorting and disposable methodsof recyclable bottles, to earn an income.

Team Morocco presented one project which they had submitted as part of the Enactus Unilever Sustainable Living Plan special competition. Their project entitled Access Water targets the challenge of safe drinking water accessibility by delivering water purification systems to those in need. They developed a product which costs less than R115.00 and can be made by individuals in various communities using common hardware store items to safely filter and purify water. At the end of this session all delegates were invited to the final Thought Leaders panel and the final round of the competition. The Thought Leaders discussion was once again moderated by Lord Dr. Michael Hastings. Panelists included Kees Kruythoff, (President of Unilever North America), Kent Wong (Managing Director of Chow Tai Fook), Arthur Wei (CMO of Lenovo China), and Hui Huang (CFO of RenRen, Inc). The discussion was engaging and informative, covering topics such as eliminating poverty, bridging the digital divide, and empowering women. The panel also fielded questions directly from students, resulting in an informative exchange with practical information shared.This led to the announcement of four team finalists: Ireland, Morocco, China and Puerto Rico. There was a great deal of energy and excitement from the 5000 delegates assembled as the team from Ireland kicked off the final round of competition. Their project titled Generation Accommodation pairs students that live outside Dublin with a senior from the surrounding community who is able to rent out a room at an affordable price. This provides income for the elderly and safe place to live for students. Next up was the team from Morocco who overviewed their project with the teams from China and Puerto Rico rounding out the competition. China presented their project to increase electricity using solar power systems and Puerto Rico shared their Limitless project, which connects visually impaired people with suitable training and job opportunities. This year they opened a company that provides more than 20 jobs to legally blind individuals, earning them recognition and support from the government. There was then the “handover” of the torch to South Africa who will host the Enactus World Cup 2015 in Johannesburg and the announcement of



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Global Entrepreneurship Monitor (GEM) SA Report On the 24th of April the Entrepreneurship Initiative took 30 students to UCT for the GEM SA Report. This was in partnership with the Western Cape Government. The report outlined the state of entrepreneurship in South Africa; more relevant to the students was the youth involvement in business.

Students received key insights and statistics about the entrepreneurial activity in the country. Additionally, students could identify how to position themselves as young entrepreneurs in the South African framework. It was also a great platform where students networked with some key stakeholders.

Nedbank Personal Finance Workshops The Personal Finance Workshops with Nedbank held on the 24th and 31st of July was an eye-

opening experience. The workshops covered two vital topics for students; budgeting and saving in the first session and Investments in the second session.

Students were equipped with valuable lifelong tools that will enable them to survive in the harsh economic climate. Budgeting was one of the highly appreciated topics as students had practical lessons on how to prioritise expenses and be efficient on spending. Valuable tips on shopping were shared that shifted a lot of minds. For instance, one should go shopping for groceries after having something to eat as this will help reduce the temptation of purchasing food products that were probably not as necessary.

Some of the key aspects covered were investment policies. Various options were presented to the students. The sessions gave students the ignition to manage their financial muscle from an early stage. Investments and savings should be part of one’s life from the very beginning. It was highlighted that investments and saving should become a lifestyle not just a once off operation.

What is the value of entrepreneurship in these communities today?

Students were very engaged and gave valuable insights into this topic of discussion. In summary the common view was that entrepreneurship is vital in the transformation of our communities. For jobs to be created and for the cycle of poverty to be halted, entrepreneurs have to more efficient.

The Facebook Page has become a popular place in the university. The monthly reach is exceeding the 500 mark. Some students have also used the page as a platform for marketing their products and services. Activities and events are more effectively marketed on the Page in conjunction with the Gmail account.

Seminar: Sticky Fingers BBQ Story The Entrepreneurship Initiative on the 15th of April 2014 held a seminar with the young and dynamic entrepreneur, Bongani Magama Tungamirai, owner of the popular Sticky Fingers restaurants. The aim of this seminar was to have a young successful entrepreneur share their entrepreneurial journey.

Bongani, started from just selling sandwiches outside the UCT Main library and today Sticky Fingers has grown from strength to strength. Bongani has big plans for the brand. One day, he said, it could compete with the greats of South African fast food, like Spur and Wimpy. All it takes is drive, vision, and hard work.

Over 50 students and members of stuff attended the event. Students were inspired and motivated to start their own businesses. This can be attributed to how students could relate to Bongani as a young entrepreneur who had been through some difficulty in his life. His story is a great one with many business decision lessons.

This seminar also got coverage on the university website and valuable feedback came from different departments.



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Annual Report 2014

This year’s theme was Exploring the Triple Helix and the speakers unpacked this concept over the two days. Over the duration of the colloquium 110 people attended. The Western Cape government spoke about how government responds to real challenges in the entrepreneurial sector. The private sector was also represented with speakers from Woolworths, Trialogue, and PWC just to mention a few. Mr Luvuyo Rani the Co-Founder and Director of Silulo Ulutho Technologies shared his entrepreneurial journey and how the triple helix benefited him.

Additionally, some speakers were academics from Malaysia, Ms Hafiza Ismail and from Botswana, Ms. Gosekwang Setibi and Dr Gaofetoge Ganamotse; from Germany Prof Chris Friedrich. Some speakers from UWC had an opportunity to speak about their research and findings on entrepreneurial topics.

On the last day some of the students had a chance to have a panel presentation on their different journeys. The winners of the JSE Investments Challenge shared their experiences in the competition. The Enactus UniBuy team that won Third Place in the Unilever Sustainable Living Plan Business Challenge also shared their experiences. Lastly Mr Zukisa Tshotyana, who is part of the Entrepreneurship Initiative spoke about his business venture Tshoty Cloth-Line.

The colloquium was a great success and a good platform where students engaged and networked with the great business minds.

Other opportunitiesDuring the year students had a lot of opportunities and events that the initiative connected for them. Many organisations invited our students to be take part in their events. Some of the notable events are highlighted below: • Young Entrepreneurs Connect• Pitching Den • EntrepreneurTraction• Varsity Lab

The workshop attendees were an average of 18 students per session. The feedback from the evaluation showed that students grasped these important concepts. For the students that were in attendance the skills acquired will be relevant to them for the rest of their lives. This is directly in line with one of the Entrepreneurship Initiative’s objectives, to equip students with financial skills and tools that will empower them in their professional lives.

Company VisitsOn the 14th of August students had an opportunity to visit the biggest steel supplier on the African continent. Macsteel VRN is a large international company that specializes in steel supplying. The Entrepreneurship Initiative students met with the General Manager of the Macsteel Western Cape branch, Mr William Parkin. He gave an overview of the history and ethos of the company.

UWC Entrepreneurs had the chance to walk through the different divisions at Macsteel. That is Macsteel Fluid, Macsteel VRN and the Macsteel production line. Students experienced first-hand the process that steel goes through before it is commercially sold. The operation flow is highly mechanised and sophisticated; however there is also workforce that makes the system flow effectively.

This visit was very practical and gave students a feel of how a physical operation runs. Additionally, they had an opportunity to meet the top executives of the company and listen to their journeys.

The following week, on the 21st of August the Entrepreneurship Initiative students took off and visited Marathon Business Consulting Group. A highly rated business consulting company

situated in Tyger Valley. The Director of Marathon Mr. Reinier Matthee took the group into the Boardroom. The students had to ask questions relevant to business and the operations of Marathon Group.

In a space of two hours various aspects of business were analysed and unpacked. Reinier made business to be as practical and simple as possible. The highlight that most students took out was how to analyse the business. The concept of Business Health and Business Fitness was unearthed and students learnt valuable lessons.

Conclusively, after the two weeks of company visits entrepreneurs had a new perspective of how business operates. They had knowledge of what to look out for when setting up businesses and what makes a successful enterprise.

Third Annual Entrepreneurship Colloquium The Third Annual Entrepreneurship Colloquium was held on the 15th and 16th of September. This is where the great entrepreneurial minds converge at the University of the Western Cape.

ACADEMIC SUPPORT DEPARTMENT



38

Annual Report 2014

DATE TOPIC ACTUAL ATTENDANCE

ATTENDANCE IN PERCENTAGE

WEEK 1 Introduction to L&L 135 54

WEEK 2 Mindfulness 1 231 92

WEEK 3 Brain dominance 231 92


WEEK 5 Learning styles 234 93


WEEK 7 Adjustment 225 89

WEEK 8 Goal setting 224 89

WEEK 9 Time management 207 82

WEEK 10 EQ -self awareness 220 87

WEEK 11 EQ - self regulation 217 86

WEEK 12 EQ - regulating relationships 200 79

WEEK 13 EQ - social awareness 1 213 85

WEEK 14 EQ - social awareness 2 131 52

WEEK 15 Exam preparation 135 54

WEEK 16 Review 202 80

WEEK 17 Mindset 217 86

WEEK 18 Branding for success 1 216 86

WEEK 19 Branding for Success 2 191 76

WEEK 20 Career Planning 1 199 79

WEEK 21 Career Planning 2 191 76

WEEK 22 Assignment Presentation 231 92

WEEK 23 Motivation 207 82

WEEK 24 Resilience 201 80

WEEK 25 Classes cancelled due to public holiday

WEEK 26 Empowerment: Core Beliefs 189 75

WEEK 27 Empowerment: Fear of Success 173 69

WEEK 28 Exam Preparation 156 62

WEEK 29 Crossing the Finishing Line 183 73

OVERALL ANNUAL AVERAGE ATTENDANCE

80%

1. SUMMARYThis report provides an overview of the programmes and service offerings which have been provided to students at the Office for Academic Support. This will include the Graduate Development Programme (GDP) which is offered to Foundation Year Students in the EMS and Science Faculties as well as first year Oral Hygiene students. Furthermore, it will report on the Peer Mentoring Programme which offers support to first year students to facilitate their transition into university as well as their personal, academic and social development. Lastly it will provide an overview of consultations and professional development opportunities accessed during 2014.

In 2014 GDP offered 505 classes to a total of 806 EMS, Science and Oral Hygiene students. Furthermore, 462 individual consultation sessions were conducted. Within the Peer Mentoring Programme 5254 mentoring (mentor-mentee) sessions as well as 1998 tracking sessions (head mentor-mentor-mentee) were conducted. Therefore PMP conducted 7252 contact sessions with students. This year also marked the first year where both Mentees and GDP students who fulfilled the minimum criteria, received certificates for taking agency towards their development through these Academic Support programmes.

2. GRADUATE DEVELOPMENT PROGRAMME

2.1 IntroductionDuring 2014, the facilitators conducted sessions with 8 Science, 11 EMS and 1 Oral Hygiene groups, consisting of between 15 to 40 students

per group. The venues for the various groups were the New Life Science seminar rooms, GH tutorial rooms, the old BCB building, Computer Science tutorial rooms, EMS extended building and the Cassinga Peer Mentoring conference room. Facilitators were equipped with their departmental media kits which made these venues more conducive for learning. There were 5 facilitators and 2 Interns were offered a professional development opportunity through co-facilitation.

2.2 ObjectivesThe Graduate Development Program is aimed at:• Academic Adjustment• The development of graduate attributes• Holistic student development• Student retention • Throughput

2.3 Faculty of ScienceOverall these four facilitators conducted 215 classes for the academic year, and below follow a table with detailed information on this.

TOTAL NUMBER OF STUDENTS 252

NUMBER OF GROUPS CONDUCTED WEEKLY

8

NUMBER OF SESSIONS CONDUCTED PER YEAR

215

From the above statistics it can be deduced that during Semester 1 the Graduate Development Programme in the Science faculty had highest attendance of 97% during the sessions on “Brain Dominance”, “Mindfulness” and “Learning styles”. During Semester 2 the highest attendance rate was 92% during the “Assignment presentation”. This seems to support the theory that students still believe that assessments are more important than non-tangible developmental input. This may also be developmentally appropriate.

The average attendance rate for semester 1 was 93%, and semester 2 had an average attendance of 80 %. The overall annual average attendance was 80 %.

During week 13 and 14 respectively, there were public holidays which resulted in each group only having one session each. During week 25 all classes were cancelled due to the Public Holiday.



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Annual Report 2014



WEEK 1 Introduction to GDP 0 0


WEEK 3 Brain dominance 91 33


WEEK 5 Learning styles 219 78


WEEK 7 Adjustment 217 78

WEEK 8 Goal setting 218 78

WEEK 9 Time management 210 75

WEEK 10 EQ -self awareness 190 68

WEEK 11 EQ - self regulation 144 51

WEEK 12 EQ - regulating relationships 174 62

WEEK 13 / 14 EQ - social awareness 156 56

WEEK 15 Exam preparation 84 30

The sessions with the lowest attendance rates (42% , 52%, and 54%) were during the first and last sessions of semester 1, when topics on “Introduction” , “EQ- Social Awareness” and “Exam Preparation” were covered. The same pattern did not recur in the 2nd semester attendance. The students’ attendance increased significantly to 79 percent during the final session for the year as most of the Life Science students received certificates for their attendance and participation for the year.

The most common reason for absenteeism was the time and tasks at hand for students. They felt overwhelmed by the amount of class work in conjunction with tests, tutorials and assignments. Students felt that they needed more time management skills.

The students in the Science Faculty were very well prepared and supported for GDP throughout the year. The ISC co-ordinators Judy Jurgens and Rohan Maclons played a key role in the smooth delivery of GDP sessions in this faculty.

The infusion of GDP into their ISC 153 module ensured that students submitted homework pieces of high quality. This was evident in their evaluation feedback as well (see Evaluation Report). Students also clearly illustrated how they applied the GDP lessons to their daily lives.

2.4 Faculty of Economic and Management Sciences

The EMS groups consisted of all the streams within the Extended Curriculum Programme (also referred to as Foundation or 4-Year programme). These groups include B.Com General and B.Com

Accounting. The facilitators involved in this faculty were Meshay Moses, Lorato Mokwena, Verushka Daniels, Megan Brink.

The GDP curriculum was scheduled to start in week 1 of the semester; however classes only started in week 3 and some in week 4 due to administrative challenges within the ECP Department within this faculty. This resulted in students being ill informed regarding logistics of GDP and the effects were evident in the poor attendance rates. The statistics are reflected according to semesters as the groups were changed during semester 2 and facilitators had to re-group their classes. During semester 1 there were 12 groups facilitated and a total of 144 classes were conducted. During semester 2 there were 11 groups conducted weekly and a total of 121 classes. The overall number of classes conducted for the year in the EMS faculty was to 265 classes for 2014.

SEMESTER 1


NUMBER OF GROUPS CONDUCTED 12

NUMBER OF SESSIONS CONDUCTED 144

All the GDP classes in the EMS Faculty commenced in Week 4 and the above statistics indicate that the highest attendance recorded was in weeks 4 to 9 with a weekly attendance of 70 – 78%. The weekly attendance however dropped to below 70% in weeks 10 – 15 of the semester. The lowest attendance was recorded for the sessions on “Self – Regulation” and “Exam Preparation” - only 51% and 30% of students attended these two sessions, respectively.

Furthermore, a visible difference in terms of the level of commitment was evident between the B.Com Accounting group and the B.Com General group. Facilitators noted that the Accounting students had been better informed of GDP by their lecturers.

Facilitators further noted that the majority of students completed homework tasks timeously, but the backlog of many students (due to reasons mentioned above) created extra work for the facilitators in terms of marking homework that was due in previous sessions.

SEMESTER 2



NUMBER OF CLASSES CONDUCTED 121



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Annual Report 2014

2.5 Department of Oral Hygiene TOTAL NUMBER OF STUDENTS 31


NUMBER OF CLASSES CONDUCTED 25

DATE CONTENT ATTENDANCE %Week 1 Introduction 83

Week 2 Mindfulness 1 90

Week 3 Brain Dominance 93

Week 4 Mindfulness 2 90

Week 5 Learning Styles 87

Week 6 NO CLASS

Week 7 Adjustment 50

Week 8Goal Setting/Envisioning Success

72

Week 9 Time management 52

Week 10Emotional Intelligence (EQ)- Self Awareness

79

Week 11 EQ: Self Regulation 66

Week 12EQ: Relationship Management

21

Week 13 WORKER’S DAY

Week 14 EQ: Social Responsibility 62

Week 15 Exam Preparation 59

Week16 Review 86

Week 17 NO CLASS

Week 18 Personal Branding 1 46

Week 19 Personal Branding 2 57

Week 20 Career Planning 1 36

Week 21 Career Planning 2 43

Week 22 Class Presentations 82

Week 23 NO CLASS

Week 24 Motivation 57

Week 25 Resilience 71

Week 26 Empowerment 50

Week 27 Empowerment 18

Week 28 Exam Preparation 21

Week 29 Crossing the Finishing Line 86

Average Annual Attendance:

62.5 %

Table 4: Oral Hygiene Attendance



WEEK 16 Faculty not ready. No classes



WEEK 19 Review 172 71%

WEEK 20 Mindset 203 84%

WEEK 21 Personal Branding 1 185 76%

WEEK 22 Personal Branding 2 141 58%

WEEK 23 Career Planning 1 188 77%

WEEK 24 Motivation 159 65%

WEEK 25 Classes cancelled due to public holiday

WEEK 26 Resilience 128 53%

WEEK 27 Empowerment: Core Beliefs 133 55%

WEEK 28 Exam Preparation 141 58%

WEEK 29 Crossing the Finishing Line 108 44%

OVERALL AVERAGE ATENDANCE 64%

From the above statistics it can be derived that GDP in the EMS faculty had non-attendance during weeks 16 to 18. This was due to planning and logistical issues within the EMS faculty. Students were signing up for GDP sessions based on their availability and preferences, which resulted in a 3 week delay.

The sessions with the highest attendance rates were during the third term, weeks 20 to 22. Attendance rates during these sessions ranged from 65% to 84%. This can be partially attributed to ALC lecturers’ positive interventions and constant reminders to students that GDP attendance is compulsory, and also informing students of a 2% contribution that GDP attendance will add to their overall ALC mark. Unfortunately students, especially in the B.Com General programmes later did not pay as much attention to these reminders.

The lowest attendance rates were during the last sessions of the semester, with attendance for the ‘Empowerment’, ‘Exam Preparation’ and ‘Crossing the Finishing Line’ sessions in week 26 to 29 ranging from 42% to 53%.

The overall average attendance in Semester 2 for GDP in the EMS Faculty was 64%.

The most common reasons for absenteeism started with logistical challenges, such as timetable amendments, group allocations (timetable clashes) and venues.

A visible difference in terms of level of commitment was evident between the Accounting group and the General group, as the Accounting students had been better informed about GDP.

The majority of students completed homework tasks timeously, but the late start resulted in a backlog of homework which seemed to have an adverse effect on facilitators.

The group combinations of the 2nd semester were very difficult to facilitate, as it disrupted the flow and rapport which had been established between students and facilitators. Because students were allowed to slot themselves into groups based on their availability, this created uneven group member numbers, and required a redesign of activities to accommodate these larger numbers. Proactive measures will be put in place to ensure that the 2015 student cohort has a better experience.



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Annual Report 2014

0

20

40

60

80

100

120

140

160

Latitia Permall Verushka Danials Meshay Moses Lorato Mokwena Megan Brink

Number of ConsultationsNumber of Sessions

Consultations : Gender Distributions

MaleFemale

0

3

4

10

18

9

138

20 40 60 80 100 120 140

Foundation

1st Year

2nd Year

3rd Year

4th Year

Post - Grad

Student's Level of Study

Laetitia Permall facilitated the Oral Hygiene class of 2014. She facilitated ONE Graduate Development Programme class per week. In semester one this session was co-facilitated by Azola Ralo as a professional development opportunity. This class took place in the Cassinga Peer Mentoring Programme Office. Oral Hygiene classes have previously only been conducted for one semester each year. This year, however, the Oral Hygiene department requested a continuation of this programme for semester 2. 31 students were originally registered for this group but 2 deregistered in semester 1. The Oral Hygiene students engaged very actively in the GDP classes. Attendance dropped especially when students wrote any assessments for Xhosa which took place immediately after the GDP session. However, attendance dropped significantly in semester 2. The level of class participation was good and meetings with the Course Coordinator were extremely useful and provided valuable insight in the broader Oral Hygiene programme.

2.6 ConclusionGDP has made significant strides amidst a range of multifaceted challenges. The commitment and drive of facilitators who remained truly student centred, is commendable. To this end, GDP achieved its goal to give students the best personal and graduate development opportunity. Close liaison with faculty has proven to be extremely meaningful and also added to the students’ experience of GDP.

GDP has once again proven to add value to the learning experience of students. It is, however imperative that one continues to work towards creating a classroom experience that celebrates and responds to who the student is, where they come from and what their specific needs are in the context of alignment to the higher education strategic objectives.

3. CONSULTATIONSThe Office for Academic Support conducted 462 consultation sessions with students during the course of 2014.

Table 5: Individual Statistics

THERAPIST / FACILITATOR

NO. OF CLIENTS

TOTAL SESSIONS

LAETITIA PERMALL 59 147

VERUSHKA DANIELS 68 104

MESHAY MOSES 24 27

LORATO MOKWENA 14 14

MEGAN BRINK 17 30



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Annual Report 2014

PEER MENTORING CONSULTATIONS:Staff

Member Number Description

Azola Ralo 31

The consultations conducted were with mentees, mentors, heads and SSCs. These consultations pertained to residential placement, conflict resolution and mediation, role clarification, migration to work study, stipend payments, performance, motivation and other personal issues.

Ntsapho Madyibi

26

The consultations conducted were predominantly related to mentor-mentee issues, supporting head mentors, re-allocation of mentees and matters arising from work-study migration.

Jacob Cloete61

Consultations were with regards to residential placement, mentor’s academic results, resignations, work study, motivation, time management and academic performance.

Tatenda Mangwayana

22

Main topics of the consultations focused on meeting mentees, coping with the demands of a being a mentor, migration to work study, head performance and residential issues.

Total 140

4. PEER MENTORING PROGRAMME

4.1 Overview The UWC Peer Mentoring Programme (PMP) has six key operational areas: (1) recruitment and selection; (2) training and development; (3) mentoring; (4) student engagement and collaboration; (5) monitoring and evaluation; and (6) valediction. This report provides feedback with regards to these six areas.

Furthermore, this report used both quantitative and qualitative research techniques. Quantitative and qualitative data was gathered from the PMP Database and the ‘online reports.’ In the online reports there were a number of open-ended questions. These questions focused on highlights, challenges, recommendations, and feedback on head mentor, SSC’s and staff performance. Mentors and head mentors completed an online report via Google Drive, and SSC’s wrote a formal report which was handed to the interns.

For 2015 PMP selected 205 students of which 172 are mentors, 26 are head mentors and 7 are senior student coordinators

• During Orientation we reached 1482 first year students and during the course of the year we received 682 mentee applications.

• Mentors conducted mentoring sessions on a very frequent basis; the majority indicated they conduct mentoring sessions at least once or twice a week.

• For the year 2014 we conducted 5254 mentoring session with first year students, of which 4590 were individual mentoring sessions and 664 were group mentoring sessions.

• The average number of weekly meetings mentors attended was 11.

• The total number of tracking sessions conducted for this year is 1998, of which 1506 was conducted in Cassinga and 492 was conducted in CSSS

• The majority of head mentors tracked on a very frequent basis which was either 2-3 times a week or once a week.

• PMP awarded 228 Mentee certificates and 102 certificates to mentors, heads and SSCs.

• Four (4) student engagement activities were conducted. They were Orientation 2014, the Born Free seminar, Mentee Day 2014 and the Mandela Week initiative.

• The total amount for stipend claims submitted this year is R306 961.00

TOTAL NUMBER OF STUDENTS CONSULTED

182

TOTAL NUMBER OF SESSIONS 322

GENDER DISTRIBUTIONMALE 77

FEMALE 105

LEVEL OF STUDYFOUNDATION 138

1ST YEAR 9

2ND YEAR 18

3RD YEAR 10

4TH YEAR 4

POST-GRAD 3

FACULTY REPRESENTATIONARTS 18

CHS 4

EDUCATION 7

EMS 65

LAW 5

SCIENCE 68

PHARMACY 1

PRESENTING REQUESTS# NUMBER

OF STUDENTS

PERSONAL / SOCIO-ECONOMIC CHALLENGES

31

CHECK-IN / FOLLOW UPHOMEWORK

11

CAREER GUIDANCE AND ASSESMENT 26

ACADEMIC COACHING 18

LANGUAGE DEVELOPMENT 3

ADJUSTMENT 20

TIME MANAGEMENT 13

EXAM PREPARATION/ LEARNING STRATEGIES

8

STRESS MANAGEMENT 2

ACADEMIC EXCLUSION 2

ACADEMIC PERFORMANCE / EXAM ANXIETY

21

BEREAVEMENT 9

INTERPERSONAL SKILLS 16

Table 6: Academic Support Consultations

The table above provides an overview of the combined consultations conducted for 2014 by Laetitia Permall, Lorato Mokwena, Megan Brink, Meshay Moses and Verushka Daniels. A total of 182 students were consulted, and 322 sessions occurred. 42% were males and 58% females. The level of study was represented with Foundation level (76%), First Year Mainstream (5%), Second year (10%), Third year (5%), Fourth year (2%), and Post-graduate level amounted to (2%). This clearly reflects that most of the students consulted are first year students, which is indicative of the cohort whom our department focuses on through PMP and GDP.

The faculty with the most students was Science (37%) and EMS (36%). Once again this reflects the cohort students who are serviced through GDP.

The largest number of requests presented was for Personal / Socio-economic challenges (17%), and 14% of students’ referrals was for Career Guidance and Assessments. It should be noted, however, that although career assessments are recorded as one session, assessment sessions were at least 1,5 - 2 hours long.

Academic Performance and Anxiety was another prevalent referral among clients, and it constituted 12% of cases. Academic Coaching (10%), Adjustment (11%), Interpersonal Skills (9%), and Time Management (7%) were some other concerns presented.

The increase in referrals to Academic Support lends itself towards the need for an additional staff member with psychometric and counselling skills so that the manager is able to respond more efficiently to other needs with the department.



48

Annual Report 2014

PMP recruited a total of 205 students for 2015. The faculty break down indicates that 58 mentors are from the Arts Faculty, 17 from the CHS Faculty, 10 from the Education Faculty, 45 from the EMS Faculty, 28 from the Law Faculty and 47 from the Science Faculty. This breakdown was based on existing demand trends in the programme.

Arts CHS EDU EMS Law SCI TotalMentors 49 14 10 39 24 36 172

Head Mentors 7 3 0 5 2 9 26SSCs 2 0 0 1 2 2 7Total 58 17 10 45 28 47 205

Table 4: Faculty Break Down

4.3 Training

DATE EVENT TOPIC STAFF MEMBER16 Jan HEAD INDUCTION TRAINING ROLE CLARITY AND

ORIENTATIONJacob Cloete

30 Jan LEADERSHIP FORUM 1 LEADERSHIP Meshay Moses

01 Feb MENTOR TRAINING 1 INTRODUCTION TO MENTORING

Lorato MokwenaJacob Cloete

15 Feb MENTOR TRAINING 2 RELATIONSHIP MANAGEMENT

Verushka Daniels

13 Feb LEADERSHIP FORUM 2 CONFLICT MANAGEMENT Megan BrinkAzola Ralo

27 Feb LEADERSHIP FORUM 3 CONFLICT MANAGEMENT Verushka DanielsLorato Mokwena

01 Mar TRAINING 3 EMOTIONAL INTELLIGENCE (EQ)

Megan BrinkMeshay MosesLorato MokwenaLaetitia Permall

03 Apr LEADERSHIP FORUM 4 EFFECTIVE COMMUNICATION Verushka DanielsAzola RaloNtsaphokazi MadyibiLaetitia Permall

05 Apr TRAINING 4 STUDENT DEVELOPMENT THEORIES & COMMUNICATION

Megan BrinkMeshay Moses

23 July 2014 MANDELA WEEK MOTIVATIONAL TRAINING Jacob Cloete

PMP provides two levels of training. The first level is mentor training and the second level is leadership training. Leadership training is conducted in the form of the Leadership Forum. Mentors have to complete an evaluation form at the end of each training workshop. The aim is to assess the effectiveness of the training (see Training Evaluation Reports for more details).

4.2 Recruitment 2015Recruitment is divided into two operational processes. The first is an external process where a new pool of mentors is recruited. The second one is an internal process where existing mentors, head mentors and senior student coordinators are recruited and retained. This year PMP received 247 external mentor applications, shortlisted 179 students for group interviews and recruited 132 mentors externally (see Table 1).

Arts CHS EDU EMS Law SCI TotalApplicants 70 25 17 52 31 52 247

Shortlisted for group 58 16 11 34 20 40 179

Final Regret 30 14 7 26 13 25 115

Final Selection 40 11 10 26 18 27 132

Table 1: External Mentor Applications

40 of the 2014 mentor cohort was retained which brings the total number of mentors to 172 for 2015 (see Table 2).

Arts CHS EDU EMS Law SCI TotalMentors External 40 11 10 26 18 27 132Mentors Internal 9 3 0 13 6 9 40

Total 49 14 10 39 24 36 172

Table 2: Final Mentor Selection

Table 3 indicates that PMP recruited 172 mentors, 26 head mentors and 7 SSCs for next year. 8 head mentors of 2014 and 2 SSCs of 2014 reapplied. There were also 58 new head mentor applications of which 40 were turned down.

Head Mentors SSCs MentorNew Applications 58 5 247

Reapplied 8 2 40

Rejected 40 0 115

Selected 26 7 172

Table 3: Mentors, Heads and SSCs Break Down



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Annual Report 2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes No

99%

0% 1%

Other

Relevance of Training

Figure 1: Relevance of Training First Term

Apart from these evaluations mentors were asked to reflect in their term reports whether training assists them in their roles as mentors. This is to ensure that training is relevant to the needs of mentors. The graph indicates that 99% of mentors reported that mentor training assisted them in their role as mentors.

At the end of the second term mentors were asked again whether training help with their role as mentor and 98.3 percent indicated ‘yes.’ Thus, it can be concluded that mentors report that training enhanced and help the mentoring role.

0

2

4

6

8

10

12

14

16

Yes No Did Not Attend

Leadership Forum Assesment

Figure 2: Leadership Forum Assessment

Furthermore, there were 19 heads of which 16 indicated the leadership forum helped with them with their role as head mentors. It should be noted that none of the head mentors indicated that the Leadership Forum did not help with their role as heads.

TRAINING2014



53

Annual Report 2014

4.4.1 Mentors, Head Mentors and SSCs

The table below indicates that PMP recruited 218 students in 2013 as mentors, head mentors and senior student coordinators to support the programme offerings for 2014. By the time the programme ended there were 89 active mentors, 13 active head mentors and 3 active SSCs. Many of the students who joined the programme had also other work-study contracts which adversely affected the 2014 recruits. When our stipend process was moved from HR to work study many of these mentors resigned because they had better work-study contracts elsewhere. The below table indicates that 55 mentors, 13 head mentors and 3 SSCs resigned during the course of this year. Students who join the programme as mentors, heads and SSCs have to maintain at least a 60% academic average. This is in line with one of our objectives which is to enhance the throughput of students at the UWC. Students who do not perform optimally are released from the programme to focus on their studies. In this regard, the table reflects that 21 mentors and 1 head mentors were released from the programme because of waning academic performance. What has been revealed this year especially is the extent of the work commitments students hold to support their studies.

Mentors Heads SSCs TotalActive 89 13 3 105

Inactive 1 2 0 3Excluded

Academically 211

0 22Never started 16

10 17

Resigned 55 13 3 71Total 182 30 6 218

Table 6: Summary of mentors, heads and SSCs

4.4.2 Mentee AllocationsDuring Orientation 2014 PMP reached 1482 first year students through student presentations. This was part of the awareness campaign for first year students. Mentoring applications officially started on 10 February 2014 and during the course of the year 682 first year students applied for a mentor. The table below indicates that by the time the programme closed in October 2014, there were 227 active mentees in the programme. On the mentee application form students have the option to choose to be in the programme for 6 months or one year. The table indicates that 350 mentees completed six months and thereafter left the programme. The table also indicates that there were 60 inactive mentees and 40 mentees who left the programme.

CASS CSSS TotalActive 131 96 227

Complete 6 months

100 250 350

Inactive 17 43 60Never started 0 5 5

Left the programme

14 26 40

Total 262 420 682

Table 7: Mentee Overview

Since 2012 the programme has set a 1:4 ratio (1 mentor to 4 mentees). This was after the 2011 mentoring evaluation report indicated that the majority of mentors were unable to cope with more than four mentees. It would also be unreasonable to expect mentors to take on a greater mentee capacity as this could compromise their academic priority. However, sometimes the need for mentors is so great that the programme is compelled to ask some mentors to take on more mentees. The graph below indicates the highest ratio in the first term was 1:4 which means the majority of mentors have four mentees.

4.4 Mentoring

EXAM PREPARATION2014



55

Annual Report 2014

0%

10%

20%

30%

40%

50%

60%

Once Twice Other

39,8%

53,7%

6,5%

Mentoring Frequency

Figure 6: Mentoring Frequency First Term

The graph above is an indication of the first term mentoring frequency. In the first term 53.7 % of mentors were meeting their mentees at least twice a week whilst 39.8% met their mentees at least once a week.

0%

10%

20%

30%

40%

50%

60%

Once a week Twice a week

54,24%

45,76%

Perc

ent

Mentoring Frequency

Figure 7: Mentoring Frequency Second Term

Figure 7 indicates a higher ‘once a week’ frequency in the second term than in the first term. This is due to the academic pressure that both mentors and mentees experience in the second term.

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

Once a Week Twice a Week Whenever I Could Whenever my Menteewas available

46,34%

36,59%

4,88%

12,20%

Perc

ent

Mentoring Frequency

0

10

20

30

40

50

60

1 2 3 4 5

22

28

55

1 2

Mentor to Mentee Ratio

Figure 3: Mentor to Mentee Ratio First Term

Figure 4 indicates that the majority of mentors had 4 mentees at the end of the first semester. However, there has been an increase in the 1:5 and 1:6 ratios. This was due to the work study resignations which resulted in the redistribution of mentees amongst mentors who already had four mentees. There are also some mentors who can only cope with 2 or 3 mentees because of their demanding academic schedules.

By the end of the year the overall mentor to mentee ratio was 1:3. This was mainly because a significant number of mentees only completed six months and left the programme by the end of the first semester.

4.4.3 Mentoring SessionsA mentor is required to meet their mentees twice a week (once individually and once in a group). This frequency was set after the 2011 mentor evaluation report. In 2011 the need for mentors was so great that PMP had to explore and introduce group mentoring. This temporarily replaced the previous model of one-on-one mentoring. However, the 2011 evaluations indicated that mentors and mentees want a combination of group and one-on-one mentoring, hence the existing model which integrates the two.



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0%

10%

20%

30%

40%

50%

60%

4 5 6 7

5%

58%

35%

15%

Head Mentor to Mentor Ratio

Figure 10: Head Mentor to Mentor Ratio First Term

The graph above (Figure 10) indicates that the biggest ratio in the first term was 1:5 and the lowest 1:4.

0

1

2

3

4

5

6

1 2 3 4 5

3

6 6

2

1

Head Mentor to Mentor Ratio

Figure 11: Head Mentor to Mentor Ratio Second Term

The graph above (Figure 11) indicates that the head mentor to mentor ratio increased in the second term. This was due to a number of resignations which was mainly caused by the migration to work study. This had a knock-on effect on all levels of the programme. The highest ratios in the second term were 1:6 and 1:7.

4.5 Monitoring and EvaluationThe monitoring and evaluation component allows PMP to measure the success of the programme. The ME component includes the following: (1) keeping track of mentoring sessions, (2) weekly meetings, (3) mentee results, (4) mentor results and (5) student engagement activities. PMP conducts bi-annual mentee and mentor evaluations and evaluates all training outcomes. This particular section will only focus on the weekly meetings since the rest of the monitoring will be covered in the evaluation report.

Figure 8: Mentor Frequency by the End of the Year

The figure above indicates that in the second semester most mentors (46.4%) met their mentees once a week. It is interesting to note that 12.2% of mentors met their mentees whenever there mentees were available. This will be discussed in more detail in the Annual Evaluation Report.

CASS CSSS TotalIndividual 2652 1938 4590

Group 401 263 664Total 3053 2201 5254

Table 8: Total Mentoring Sessions

The table above indicates that for the year 2014 we conducted 5254 mentoring session with first year students, of which 4590 were individual mentoring sessions and 664 were group mentoring sessions.

300

250

200

150

100

50

0

W1

W2

W3

W4

W5

W6

W7

W8

W9

W10

W11

W12

W13

W14

W15

W16

W17

W18

W19

W20

W21

W22

W23

W24

W25

TotalCASSCSSS

Figure 9: Mentoring Sessions Trend line

The graph above indicates the demand of mentoring over the course of the year. It shows a steady decrease in the number of mentoring sessions from the beginning to the end of the academic year. It also indicates that the highest number of mentoring sessions took place in week 4 of mentoring which was towards the end of the of the first term.

4.4.4 Tracking Mentoring SessionsHead mentors are responsible for the tracking of mentoring sessions. It is important to note that tracking is influenced by the ratio and timetables of head mentors. PMP recruited more head mentors for 2014 due to the larger pool of mentors. In 2013 the ratio was up to 1:11 and in 2014 it was up to 1:7. Overall, the ratio this year is lower and it is expected of head mentors to have more frequent contact with their mentors.



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The 2014 Orientation period kicked off with an Orientation workshop for heads and SSCs on January 17, 2014. The aim the workshop was to explain the role of PMP during orientation and what was expected of Head mentors and SSC’s during orientation. PMP also used the Orientation Workshop to introduce the 2014 Interns. The workshop was interactive and was well received by head mentors and SSCs

Presentations which raised awareness amongst first years about PMP took place at Cassinga from 20 to 23 Jan 2014. It was the responsibility of the Peer Facilitators to bring their first year groups to the Cassinga PMP space. The presentation was conducted by the heads, SSCs and staff members. During this period 1482 first years students were reached.

An intern made the following observation: “I liked how the workshops were personalized so that the first years could relate better. I also felt giving the first years “incentive” to participate made it more fun and made them more attentive…The presentation is succinct and clear without having too much information giving a chance for the presenters to elaborate without reading on the slide and adding those examples/ stories which usually draw the students back because they can relate.”

b) Born Free Seminar – 27 March 2014

The theme of this year’s human rights seminar was ‘Born Free’ and took place on March 27. This was in reflection of 20 years of democracy in South Africa. For the seminar PMP invited mentors and other students to present on the ‘Born Free’ generation. Three student speakers: the one was a ‘born free;’ the second was not a born free; and the last speaker was an international student who gave an African perspective on the term ‘Born Free’, presented their perspectives to the audience and engaged with a very active audience. The event was attended by 150 students.

4.6 Student EngagementIn 2014 PMP conducted four student engagement activities namely Orientation 2014, the Born Free seminar, Mentee Day 2014 and the Mandela Week Initiative.

a) Orientation – Jan 2014

BORN FREE SEMINAR2014



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Annual Report 2014

The theme of this year’s Mentee day was ‘Mission Impossible’ and was organised by the heads and SSCs. This year we had a mixture of indigenous and modern games. Students were divided into different groups and had to compete amongst each other for the ultimate price – overall winners of Mentee Day 2014. The message we wanted to put forth was that you can achieve anything you put your mind to, “I AM POSSIBLE!”. With this in mind we made the games as challenging as possible. It took a lot of mental and physical perseverance to successfully complete each game.

The evaluation afterwards indicated that students thoroughly enjoyed the event and they appreciated the interaction with other students. One mentee stated: “I liked the interaction between mentees and mentors and it was so much fun interacting with the different mentors - some mentors that I haven’t seen before or spoken too.” Another mentee said that “the activities were all exciting, especially the fact that we got to be in groups with people we would not usually group up with. It gave me a great opportunity to get to know some of the other mentors better.”

c) Mentee Day 2014 – 12 April 2014

MENTEE DAY2014



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4.7 Valediction

MENTEE CERTIFICATE2014

d) Mandela Week – 21 July 2014 to 27 July 2014

MANDELA WEEK INITIATIVE2014

This year’s theme for Mandela Week was “Running for Madiba” was adapted from the concept of the popular TV show, Amazing Race. Mentors and mentees were put into teams, the teams then received clues that they had to figure out in order to get to a station. When teams arrived at each station they received instructions about an activity they had to do and once that activity was completed they received a clue that would lead them to the next station. The “Running for Madiba” Race was spread over four days, with one station being visited per day.

After completing the “Run for Madiba” Race the teams were required to create a presentation on what they had learnt from the Race and how they thought they were living the legacy of Nelson Mandela. They presented this at the Success, Motivation and Resilience Workshop on the 26th of July, where mentees and mentors who were not part of the Race could acquire and learn what their peers had experienced. The workshop was attended by 81 mentees, mentors, heads and SSCs.



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This year we had a Mentee certificate ceremony and a mentor valedictory ceremony. Certificates were given to all mentees, mentors, head mentors and SSCs who stayed in the programme and who performed at a desired level. Certificates were awarded to mentees, mentors, heads and SSCs based on a ‘Point System’. Mentors, heads and SSCs accumulated points throughout the year which were based on their amount tracking session or mentoring session, their training attendance, their meeting attendance and their attendance to student engagement activities. The mentee certificate ceremony took place on October 9, 2014 from 10h00 to 12h00 in the Library auditorium and the Mentor Valedictory Ceremony took place on October 21, 2014 from 18h00 to 22h30. This year we awarded 228 mentees certificates and 102 certificates to mentors, heads and SSCs. Below is a break down for each category:

• 228 mentee certificates• 76 mentor certificates• 11 head mentors certificates• 3 SSCs certificates• 8 certificates for extraordinary services rendered• 3 long service awards• 1 Andre Lakey Award

VALEDICTION2014


Annual Report 2014

5.2 Conference presentations

STAFF EVENT DATE TOPIC

Laetitia PermallSTUDENT HOUSING TRAINING INSTITUTE

27 April 2014Strategic Thinkingand Planning (Basic Group)


28 April 2014Strategic Thinkingand Planning (Advanced Group)


29 April 2014Knowledge of Student Development Theories

Laetitia Permall SAFSAS CONFERENCE 5 August 2014Student Affairs Practitioners: At The Heart Of Learning In A Transmuting Higher Education Landscape?

Laetitia Permall SAACDHE CONFERENCE 10 September 2014Personal Empowerment For Graduate Success: Towards Bridging The Gap

5. STAFF DEVELOPMENT AND TRAINING

The Academic Support team accessed numerous professional development opportunities as outlined below. Besides these, the team participated in the HIV/Aids Unit’s Mandela week initiative as outlined below:

5.1 Team BuildingDuring the week 13 – 18 July 2014, the Academic Support team participated in the HIV/AIDS Unit’s Mandela week to commemorate the life of Nelson Mandela through the Nelson Mandela Exhibition. Departments were asked to depict how they lived the legacy of Nelson Mandela in their department through the medium of art. The team worked well together and submitted the following piece which was placed on exhibition as part of the Nelson Mandela Exhibition:

GROWING THE FUTURE“The Office for Academic Support strives to live Nelson Mandela’s legacy by creating a

nurturing, supportive environment for students to fulfil their potential and purpose, to soar

towards their vision and become active agents of change”

6. CONCLUSIONThe Office for Academic Support has achieved its strategic objectives for 2014. Highlights include the successful integration of GDP into the B.Com General stream in the EMS faculty as well as the certificates for Mentees and GDP students. Staff has worked well to achieve it mandate to provide excellent, relevant, student-centred academic support initiatives. At the strategic planning session in November the department

clarified its vision, mission as well as its strategic initiatives for 2015 and we look forward to building on our existing strengths to provide the UWC student cohort with ongoing academic support to facilitate their retention, development, throughput and success.

OFFICE FOR STUDENTS WITH DISABILITIES



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1. KEY PERFORMANCE AREAS1. Academic support – a wide range of provisions for students with

varying disabilities.2. Test and Examination support for students with disabilities,

permanent as well as temporary.3. Pre-admission assessment, placement recommendations and

facilitation of the admission process for students, parents and academic staff.

4. Facilitation of access to bursaries and identifying assistive devices required by individual students for funding.

5. Assessment for academic accommodation and concessions.6. Facilitation of on-campus residence accommodation based on

individual needs of students.7. Advocacy – specifically in educating staff about access to academic

material in various formats.8. Active participation in the process of ensuring that the physical

environment of the campus is user friendly to students with disabilities.

2. STAFFINGThis department is managed by the coordinator Ms. Evadné Abrahams.

There are two Administrative assistants are Ms. Carmen Loubser and Ms. Zeena Spannenberg . Ms Nozibuze Matwa was employed on a 1 year contract.

3. STUDENTS NUMBERS2004 students were registered with us in 2014.

OFFICE FOR STUDENTS WITH DISABILITIESNumber of Student with Disabilities : Totals / Faculties 2014

Disability Arts Science EMS Educ. Law Dentistry CHS TotalGender M F M F M F M F M F M F M F M F TOT

B 3 1 1 1 5 1 6

VI 6 6 1 2 4 2 1 2 4 2 4 1 20 15 35

D/HoH 2 1 4 1 2 3 4 9 13

WU 1 2 1 2 2 4

MI 3 1 1 1 2 2 2 2 10 4 14

NI 2 2 1 2 2 1 6 4 10

PI 1 2 4 5 1 3 2 3 1 8 14 22

PD 1 1 2 1 2 2 1 1 3 1 1 2 10 8 18

CMC 4 9 2 1 4 3 3 5 2 3 1 2 2 17 24 41

LI 3 9 4 1 5 3 1 1 2 2 1 4 2 20 18 38

SI 2 2 2

VC 1

TOTAL 21 34 17 11 21 20 13 9 13 14 2 3 15 11 102 103 204

55 28 41 22 27 5 26

Abbreviation KeyB Blind

VI Visually Impaired

D/HoH Deaf / Hard of Hearing

WU Wheelchair User

MI Mobility Impairment

NI Neurological Impairment

PI Psychological Impairment

PD Physical Disability

CMC Chronic Medical ConditionLI Learning ImpairmentSI Speech ImpairmentVC Vertically Challenged



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4. OVERVIEW OF OSWDThe Office for Students with Disabilities (OSwD) forms part of the Centre for Student Support Services. The functions of the OSwD includes pre-admission assessment of prospective students and liaising with academic departments around registration to ensure that all role-players are fully aware of special accommodations that each student would require to function optimally in the UWC environment. Students are required to provide documents confirming their disability and giving recommendations about the support /accommodation that they will require e.g. additional time, use of a computer, etc. An assessment is also done to ascertain which assistive device would be suitable for each individual student.

We also discuss access to financial aid in the form of the DoL bursary administered by NFSAS, which is specifically for student with a disability. This process continues throughout the year, as many students who are currently registered are referred to this unit by lectures, colleagues and friends. Students also self-refer when they experience problems with coping in accessing material, completing their tests and assignments timeously and they feel that they are being hindered in achieving their full potential. The process of registering as a student with a disability requires the submission of documentary proof of disability

as well as consultation with the referring specialist (eg. Rheumatologists, Neuro-surgeons, etc.) for specific guidelines regarding the support and accommodation required by the student. This means that the number of students registered at this unit is fluid, as students request assistance throughout the year.

The core function of the OSwD is to function in line with IOP areas 1, 2, 3, 7, as well as with the GA guideline. We provide support to students with disabilities to access the Academic program. An essential part of the service which we offer to students is that of translating and converting academic material so that they are accessible in various formats, ie. braille, large print and material in electronic format. This requires continuous liaison with academic and administrative staff and in some cases with publishers i.e. Juta’s, to procure access to e-books. These tasks are facilitated by Ms. Loubser and Ms. Spannenberg who each take responsibility for a specific area providing material in an accessible format. They also keep detailed records of all work received, the condition that it is in and the time that the process takes from start to finish. In addition they assist with the planning of tests and exams and of ensuring that tests are available in the correct format and that they are delived to lecturers after completion. They also supervise the daily schedule of the student assistants and ensure that work is completed timeously.

Material for students who are Blind, Visually Impaired or with a Learning Impairment 2014

Process Material processed Approx. No. of Pages

Enlargements and ElectronicAccess

Course outlines, Tutorial Outlines, Course Readers, PDF Readings, additional articles downloaded from Ikamva, Tests, Exams.Also information from different departments for Orientation, NFSAS guidelines and Forms, Notices about events, etc.

A427 763 00

A310 000 00

Brailleand ElectronicAccess

Course outlines, Tutorial Outlines, Course Readers, PDF Readings, additional articles downloaded from Ikamva, Tests, Exams,Also information from different departments for Orientation, NFSAS guidelines and Forms, Notices about events, etc.

7 342 00

All material needs to be accessible in electronic format to enable us to enlarge, braille or provide in electronic format to students to accommodate their specific disability. If not in a word documents, the process that follows is first photocopying the material, scanning it, editing it and then only can it be enlarged, brailled or accessed via a computer.

Staff and Student Assistants download academic material from the different e-learning sites which are not accessible for blind and visually impaired students. In Cooperation with the E-Learning department, we facilitate training in the OSwD Computer Lab for students with other disabilities to access these sites themselves. We also act as liaison between students and academic or administrative staff by conveying specific concerns to on behalf of students who do not wish to do so themselves

Other important responsibilities include orientation of blind students to the physical environment of campus by a trained professional from the Cape Town Service for the Blind (CTSB); facilitating on-campus accommodation with the Residence Administration for blind, visually impaired and mobility impaired students and referring students to medical and other specialists where required. This office also facilitates the application for DoL bursaries for students who have a disability in co-operation with the NFSAS and the UWC Financial Aid Office.. In July Orientation was arranged for 3 blind extra-mural students at EMS with a mobility instructor from CTSB (Cape Town Society for the Blind)

The OSwD disseminates to all registered students information received from the UWC Student Development Office, Financial Aid, Government departments, Employment agencies, Companies and NGO’s involved in services for persons with Disabilities about bursaries, internships and employment opportunities for persons with disabilities NSFAS.

We liaise regularly with suppliers of assistive devices and other supportive equipment to update our knowledge of advances in the field of new technology so that we can purchase the

most appropriate devices for students as part of their bursaries and also for use at this office.

This office has a good relationship with DASA (Disabled Students’ Association). We often share the same platform when it comes to addressing the students registered at this office.

We were fortunate to have the assistance of Ms Nosibuze Matwa for a few months. As part of her training and induction to an environment that provides academic support to students with disabilities, she was closely involved in the everyday activities and responsibilities of this unit. She participated in our presentations for potential applicants from schools for special needs education. As a follow-up to this, she then took individual students through the complete electronic application process. She met groups of students registered in the unit and was also involved in processing of individual new applications for 2015. During the pre-orientation program in 2014 she participated in the selection process of peer facilitators by running selection groups, first as a co-facilitator and then as the main facilitator. In 2015 she also participated in the training of the peer-faciliator group. She designed a questionnaire which we will be implementing at the beginning of the 2nd term to get feedback from students regarding their experience of the OSwD.

Ms. Matwa also participated in the planning of the October/November final assessment, and on 2 days she took full responsibility for the smooth functioning of the exam process. She was exposed to the manner in which students with diverse disabilities coped with academic tasks and social interaction that for many of them was extremely stressful. Her skills as a trained and experienced social worker was very useful in dealing with our students in an empathic and supportive manner. While she was here, she developed relationships with some students that enabled her to support them in dealing with their everyday responsibilities. She also participated in groups run by therapeutic services and the academic support service, both in the unit and in other academic departments.



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It is essential that in all our interactions with a diverse community of students, prospective and current, as well as parents, staff and colleagues we maintain complete confidentiality and ensure that we follow the proscriptions of the POPPI Act.

5. STUDENT ASSISTANTSThe workstudy program funds the employment of senior students to assist in the processing of material required by students in different formats. 3 Student assistants were nominated for the Student Assistant of the Year Award at the Annual SDS Student Awards evening and this was an acknowledgement of the contribution that they make in the functioning of the office. Certificates were presented to student assistants for their excellent work during the year at a breakfast meeting held in the department. Our student assistants were Richmond Chidziva, Mar-dia Davids, Thabisa Fekelepe, Nonopho Gama, Fikile Nkosi and Asavela Tyemela.

OSwD Staff and Student Assistants at the SDS Awards 2014

6. ORIENTATIONThe OSwD did a presentation for all the Peer Facilitators during their training. This was followed by presentations to groups of 1st year students about the services offered to students with disabilities at this unit. In addition to this, 2 individual presentations were done: 1 for 2 visually impaired students informing them about assistive devices (Merlin Reader, Amigo reader) that they could use (while at the same time assessing their ability to use a computer). A short session was also done with students with learning disabilities to inform them about the Claro-Read program and how it could assist them.

7. CLASS TESTS AND EXAMINATIONS

In both the Mid-year and Final assessments we were faced with the challenge of providing adequate space to accommodate 27 students who all use computers, 3 students who also require an amanuensis as well as students who write. This situation was exacerbated by the number of students who require additional time, and thus overlapped into the next session. We managed this by staggering our starting times, while simultaneously ensuring that exam rules were adhered to. We also utilized additional venues in the Centre, with invigilation by OSwD Staff, for blind students and students requiring aural access and an amanuensis.

Our biggest challenge in both the mid-year and the final assessments was access to an adequate, suitable and accessible venue. Diverse disabilities require diverse accommodation and as the numbers increase, this is becoming more difficult to provide, especially as additional time results in overlapping sessions.. We were only able to accommodate students by flexible time allocation (while at all times adhering to examination rules).

We also struggled with the fluctuating electricity supply to this building. While we are fortunate to have access to a generator, we all have to

constantly be on the alert and check if exams are being regularly backed up, at very short intervals.

Another challenge is the timing and submission of materials and tests to enable timeous conversion, access to lecture venues for students who use wheelchairs and mobility impaired.

The most overarching challenge is the physical location of the unit on the 2nd level which only accessible via a lift – which often mal-functions – sometimes 3/4 times a week.

Positive ChangesThe number of lecturers who attend to their students writing in this venue is slowly increasing, and the time-lapse between the time the exam is written and the scripts collected is becoming less. There was also no incidence of scripts that were not collected, or collected after the re-evaluation date had already passed.

The improvement in communication and cooperation between the unit and the campus community has been the result of intensive one-on-one consultation with staff. More time spent engaging groups i.e. addressing faculty boards and individual departments about the specialised processes happening in the OSwD would have a

greater top down impact on service delivery.

Statistics Examinations

SessionsNo. of

Modules Lecturer at Venue

Days elapsing after exam to collect scripts.

Did not

write

Yes No. Same Day

1 - 2 3 – 4 5 - 6 7 - 8 9 - 10 11 - 12

13 - 14

15

May./June 218 9 82 136 66 55 30 35 15 3 4 1Oct. / Nov. 244 11 146 87 79 86 40 18 8 1 1 12014 462 20 228 234

Number of Modules and Students Equipment and Assistive Devices Used.Modules Written

Permanent Students

Temporary Students

Computer ClaroReader

MerlinReader

JAWS AMIGO Reader

Amanuensis Transformer

May June

218 89 4 22 7 4 3 2 4

Oct. Nov.

244 110 4 27 6 4 7 2 2 1



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8. NFSAS/FINANCIAL AIDStudents who apply to the university can be given special condonation of the registration fee if they have proof of a disability as confirmed by a Medical Specialist, a Psychologist / Psychiatrist. This proof is included in their files at this office and a list is sent to the Financial Aid office with their details. These students are allowed to register without the required fee, on the assumption that they will qualify for a NFSAS Disability bursary. Once this is done, the OSwD facilitates the process of bursary application by providing these students

with the required medical annexure that needs to be completion and ensures that they also complete the normal application forms. Lists of these students with individual files for each applicant containing all relevant information is sent to Financial Aid as soon as the information is complete. A schedule is also drawn up of assistive devices for individual students in line with their disability requirements. The DoL bursary allocates an amount specifically for these, and they also prescribe which devices can be requested for each disability.

Assistive devices requests for students in line with their disability requirements.

2013 – 2014 Asst Dev. Requested

Asst Dev. Received

New Students

Asst Dev. Requested

Asst Dev. Received

U/G44

P/G7

5 x Plextalk Recorder 20

4 x Compac Notebook

3 x Olympus Recorder

4 x LAS

1 x Amigo2 x Olympus Recorder

2 x Notebook 2 5 x Plextalk Recorder

1 x Zoomtext 1 1 x Plantronic Headset

1 x JAWS 1 4 x Notebook

1 x Supra-Aural Headphones

4 x ZoomText

1 x Vibrating Alarm

Batteries for the Amigo

1 x typing tutor

9. HEDSA

.

The University of the Western Cape is a member of HEDSA (Higher Education Disability Services Association) and the Coordinator of the OSwD is the University Representative for HEDSA Western Cape and as such we regularly engage with disability offices at other Tertiary Institutions across South Africa. This enables us to participate in sharing information about best practice and also to attend provincial and national workshops and conferences

One of the highlights was when we were invited to present two papers at the National PowerPoint Presentation 1 – Recording of Material Protocols. Ms. Z. Spannenberg Highlighting the procedures and forms that we designed to record information about all Materials received for processing into braille, electronic format and large print that details the Complete process from receipt to when the final product is issued to the student. Powerpoint Presentation 2 – Examination Protocols: Mrs. E. H. Abrahams.

Highlighting the procedures and forms that we designed to record the complete process followed to ensure that our examinations are secure, efficient and accessible to students and staff. Both of our presentations were extremely well received as excellent examples of best practice and we were asked to make them available to the HEDSA National so that they could be accessed by all the members of HEDSA.

10. ACHIEVEMENTS AND CHALLENGES

AchievementsThe dedication of the staff and the excellent relationship that exists between them and the students that they serve have resulted in some extraordinary highlights:

• a blind law student (Mr. Xolani Gxekwa) graduated with his LLB - Summa Cum Laude.

• Students have been able to achieve undergrad degrees in Law, Arts, EMS, Education and CHS. Some students have progressed to and also graduated from the following post grad studies – Hons. in Public Administration; PGCE; B.Ed. Hons. and Hons in SRES.

• Graduates have secured excellent positions. One is currently a sports coach at a primary school and has secured acceptance to the PGCE program at UCT.

• Graduands from the OSwD were from the following Faculties, ie. Honours in SRES (CHE), Hons. Biodiversity (Science); PGCE (Education), LLB (Law), B.Admin., (EMS) BA. (Arts).

Challenges• The timing and submission of materials and

tests;• Access to lecture venues for students who

use wheelchairs and mobility impaired;• The physical location of the unit on the 2nd

level which only accessible via a lift – which often mal-functions – sometimes 4/5 times a week.



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• The staffing of 1 coordinator and 2 administrators sometimes impacts negatively on other areas of intervention, especially since the number of students are increasing each year. The improvement in communication and cooperation between the unit and the campus community has been the result of

intensive one-on-once consultation with staff. More time spent engaging groups i.e. addressing faculty boards and individual departments about the specialised processes happening in the OSwD would have a greater top down impact on service delivery.

GRADUANDI

Gender Disability Degree 2014 FacultyM B LLB Summa cum Laude LLM Law

M VI LLB P/G Dipl. Museum & Heritage Studies Law

M PD PhD School of Business EMS

M PD/CMC PhD Theology Arts

F LI BSC Biokenetics CHS

M LI Hons SRES Employed at US CHS

M LI Hons SRES Practical – Sports coach CHS

F LI BA PGCE Education

F NI LLB Alumnus Law

F CHS BA SRES Alumnus

F CHS BA SRES Hons.

M LI BA SRES Hons. SRes CHS

F CMC Hons. Management Alumnus EMS

M DeafHons BSC Biodiversity Water and Conservation

MSc Biodiversity Water and Conservation Science

F LI B.Com. Gen. Hons. Accounting EMS

F B B. Ed. (2013 PGCE) Alumnus Education

M VI PGCE Hons. ISD Education

Students from the Chris Hani residence at a sensitization workshop

Visit by the University of Namibia, 30 June – 4 July.

OSwD Staff, Namibian Staff and Students and UWC students.

• Provided equipment and assistive devices (purchased by funding from DHET) on lease to students that could enhance the academic environment of specifically students with disabilities. E.g.Tablets, Recorders (for students who are blind, visually impaired, with learning disability and neurological impairments. This made a huge difference in the access that students could now have to academic material.

Left to Right: Olympus Recorder and Booksense Recorder

Left to Right: Proline Andriod Tablet & Toshiba Netbook

• Casual Day was not only great fun, but we also raised the amount of R1 160.00 for the Dorothea Special School in Stellenbosch.

Staff of OSwD supporting Casual Day 2014

11. INSTITUTIONAL INVOLVEMENT

• Had an information and sensitisation workshop with Residence Committee of Chris Hani 08/08/2014. Residential staff were invited, but did not attend. Presentations were done by OSwD Staff, DASA Exec and a student currently residing in Chris Hani. The most important issue was the need of students with disabilities to be included in all the activities offered by the residence and that provision needed to be made to ensure that they were able to fully participate in recreational and other student activities.

• Consulted with different departments about what the most essential needs were to make the campus disability friendly.

• Consulted with the Health and Safety and Campus Protection service during graduation and the Alumni Re-union about procedures that need to be adhered to when welcoming guests who have disabilities.



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12. NEW INNOVATIONSIn order to streamline the process of planning daily tests and also the mid-year and Final Assessment process, a form was designed that could be completed and submitted to the OSwD office online. The form contained all relevant details about the student and also about the module that was being written, i.e. date, time, module name and code, lecturer and contact details. The pilot project took place during the 2nd term, successfully utilized for the exams and is now sent to all students via email.

A standardized electronic complaint form has been designed on which students can record their complaint about diverse issues, especially about the physical environment, availability and access to specific facilities. These forms will be made available in 2015.

13. EXTERNAL CONTACTSRegular presentations are held for students at special schools to inform them about the services offered at the OSwD. We inform them about the required criteria for different faculties and about the funding offered via NFSAS / Department of Labour. If they have made their decision about what they wish to apply for, we also assist them to apply online.

Students from the Athlone School for the Blind at a pre-application workshop.

• The staff of OSwD attended the opening of a braille library at the Athlone school for the blind. This is one of our feeder schools with which we have a long-standing relationship.

New Braille Library at the Athlone School for the Blind

• The OSwD has a well established and ongoing relationship with disability units at other Tertiary Institutions. This involves sharing of information, good practice procedures and regular meetings with the Western Cape Chapter of HEDSA.

• OSwD also has regular interaction with NGO’s involved in services for persons with Disabilities, e.g. Dial-a-ride; NSFAS and other organisations that provide services that are accessed by students with disabilities.

• Ongoing contact with the suppliers of assistive devices and other supportive equipment as required by students also forms an integral

part of the functioning of the OSwD.• Participated in the National Disability Day

which was held at UWC on the 3rd December.

Performers at the International Day for Persons with Disabilities 2014

Therapeutic Services



83

Annual Report 2014

1. GOALS1. Individual (short , medium and long term) therapy in accordance with

the brief term therapy model2. Group therapy in accordance with the interpersonal group therapy

model 3. Crisis management: suicide assessment and management, referrals

for psychiatric assessments and inpatient stays, management of social difficulties that students present with

4. Management of the Masters level Counselling Psychology internship programme in accordance with HPCSA requirements

2. INDIVIDUAL THERAPY STATISTICS

2.1 Client Attendance

3.1.1 Client attendance breakdownTotal attendance: January – December 2014: 2413New: 536Follow up: 1877

0

500

1000

1500

2000

2500

3000

New Follow-Up Total Number of Sessions

536

1877

2413

Attendance

3.1.2 Client and staff session utilization

0

200

400

600

800

1000

1200

1400

1600

1800

2000

New Follow-Up Cancelled/DNA New DNA Crisis Referals Admissions

Client Utilization of Sessions

3.1.3 Number of sessions per month

0

50

100

150

200

250

300

Jan Feb Mar Apr May Jun Jul Aug Sep Oct NovNew 21 85 44 63 46 15 76 62 48 56 20Follow-Up 3 174 16 253 243 79 123 254 173 268 138Cancelled/DNA 1 70 65 99 122 44 36 107 88 164 68New DNA 4 32 12 24 19 9 14 24 22 16 9Crisis 5 12 9 18 21 4 9 12 8 15 5Referrals 0 15 3 7 7 5 13 14 12 9 7Admissions 0 0 1 1 2 1 2 0 0 1 0

Monthly Session Distrabution

3.2 Client Profile 3.2.1 Spread of client over faculties

0

20

40

60

80

100

120

140

160

CHS Science Arts Law EMS Education Dentistry

Faculty Distribution

3.2.2 Academic year

0

20

40

60

80

100

120

140

160

180

1st Year 2nd Year 3rd Year 4th Year Post Grad

Num

ber

of C

lient

s

Academic Year Distribution



85

Annual Report 2014

3.2.3 Male/female ratio

Male,15028%

Female,386,72%

Gender Distribution

MaleFemale

3.2.4 Racial distribution of clients

0

50

100

150

200

250

300

Asian Black Coloured Indian White

Num

ber

of C

lient

s

Racial Distribution

3.2.5 Residence/non-residence

0

50

100

150

200

250

300

350

Residence Non-Residence

Num

ber

of C

lient

s

Accomodation

3.2.6 Client problems and therapeutic interventions

0

50

100

150

200

250

300294

268

119

167

109

18 1727

59

107

207

261

154

14

Presenting Issues

3. GROUP THERAPY STATISTICS

4.1 Client Attendance

0

1

2

3

4

5

6

7

Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Session 9 Session 10 Session 11 Session 12 Session 13Made for Men Tuesday Group 3 4 6 6 6 6 4 5 6 5 4 5 5

Made for Men Thursday Group 6 7 4 5 6 4 6 3 4 3 3 0 0

3

4

6 6 6 6

4

5

6

5

4

5 5

6

7

4

5

6

4

6

3

4

3 3

0 0

Num

ber

of C

lient

s

Number of Clients Attending per Session



87

Annual Report 2014

4.2 Client Profile

4.2.1 Spread of clients over faculties

0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5

CHS

Science

Arts

Law

EMS

EDU

Dentistry

Client Distributon Over Faculties

4.2.2 Racial distribution of clients

Indian,2,

10%

Coloured,6,

32%Black,11,

58%

White,0,

0%

Racial Distribution of Clients

IndianColouredBlackWhite

4.2.3 Residence/non residence

Non Residents,4

21%

Residents,15

79%

Accomodation

Non Residence

Residents

4.

5. INSTITUTIONAL INVOLVEMENTS

5.1 Intern psychologists Therapeutic Services are organized around the needs of two major client populations, the students who seek out counselling services and the annual placements of master’s level psychology students in accordance to the requirements of the HPCSA Board of Psychology.

An M1 student from the Psychology Department at UWC was included in the interns’ orientation program and experientially based training and induction into the counselling practices and procedures of Therapeutic Services in January of this year. She completed her clinical placement at the end of the first semester.

Support of interns are continued in the form of regular and adhoc supervision, tutorials, experiential training and observation in group therapy, supervision in psychometric assessments and group therapy.

5.2 Orientation of first year studentsAll Therapeutic Staff are involved in the orientation and induction of first year students to the campus. This include facilitation of the observation, assessment, training, support and reporting on the peer facilitators who coordinate groups of first year students; engagements at the faculty level of the orientation programme and conduction of workshops.

5.3 The Peer Facilitators for OPAll Therapeutic Services staff participated in the annual selection of Peer Facilitators during the month of September for the annual orientation programe every year.

6. RELATIONSHIPS BEYOND UWC

6.1 YabongaThe Counselling Psychology interns completed their community psychology requirements at Yabonga, a local HIV/AIDS prevention and treatment organization during the semester break.


Annual Report 2014

CASE Men’s symposium participants

Group Therapy Training with Teachers

UNISA Men supporting Men event

CASE Men’s Group participants

7. COUNSELLING SERVICES ON E-MEDIA

Therapeutic Services expanded to online counselling support to students. Online support typically continues following termination of face to face counselling contact. Students report that they experience online support as containing as face to face. They tend to use both online and face to face counselling support in combination or separately in accordance with their current needs.

[email protected]

UNIVERSITY OF THE WESTERN CAPECAPE TOWNSOUTH AFRICA

www.uwc.ac.za

Documents

Annual Report 2014 · The campus wide Mentoring Programme continues to shape student culture on campus. When first year students are inducted by the Orientation Programme, this peer