Reducing inequalities and ensuring no one is left behind are integral to achieving the Sustainable Development Goals (SDGs). Inequality within and among countries is a persistent cause for concern. Despite some positive signs toward reducing inequality in some dimensions, such as reducing relative income inequality in some countries and preferential trade status benefiting lower-income countries, inequality still persists. COVID-19 has deepened existing inequalities, hitting the poorest and most vulnerable communities the hardest. It has put a spotlight on economic inequalities and fragile social safety nets that leave vulnerable communities to bear the brunt of the crisis. COVID-19 also puts at risk the limited progress that has been made on gender equality, and women's rights over the past decades. For example, The University of Pretoria (UP), developed a course that is aimed at practitioners from across the continent working in areas relating to gender, development, health, and human rights. Although the course has a strong theoretical emphasis, components of the course will focus on equipping participants with practical advocacy skills for tackling gender inequality. This will be done through a mix of didactic and experiential work.
Non-discriminatory principles and the approach to positive (fair) discrimination are collectively captured in the Institutional Admission Policy and Anti-discrimination Policy. Detailed data in the table reflecting changing demographic profiles of staff and students was presented to and accepted by the South African Parliament Portfolio Committee on Higher Education, Science and Innovation. Recruitment of underrepresented groups and efforts to achieve a transformed and inclusive university community is embedded in the Institutional Employment Equity Plan. Dedicated efforts to recruit underrepresented students, especially those from disadvantaged backgrounds and communities are consolidated in the UP Pre-University Academy. In pursuit of a transformed and inclusive University community, UP has an anchor anti-discrimination (incorporating anti-harassment), supported by a suite of protocols to address specific forms of discrimination, such as related to transgender individuals. In addition to broad counselling and support programmes enjoyed by all members of the University community, a range of dedicated programmes to support potentially marginalised groups and help them to thrive, are in place and continue to evolve. The University has adopted an integrated approach to enable access and participation through physical structures enabling accessibility, processes supporting accessibility, and dedicated support for specific needs. Coordinated by the Disability Unit, cross-functional participants include Facilities Management, Residences, the broader student body and faculties. In line with the integrated approach adopted, the Disability Unit provides a comprehensive suite of disability and related support services in collaboration with cross-functional participants including Facilities Management, Residences, the broader student body and faculties.
The Department of Student Affairs (which comprises the Student Governance Unit, Student Development Unit, Student Counselling Unit, Student Health Services Unit, and the Disability Unit) designs and implement high-impact programmes to enhance student success, leadership, welfare, and wellness within a proactive and programme-based approach.
Student Counselling Unit - The University of Pretoria's (UP) Student Counselling Unit (SCU) has launched a podcast that will address issues pertaining to the mental health and well-being of students at the University. The vision for the podcast is to provide scientific, evidence-based information to students on how they can enhance their mental health and well-being in a simple, understandable, and user-friendly way. During the nationwide lockdown necessitated by the COVID-19 pandemic, the SCU responded swiftly by providing online counselling/therapy to UP-registered students and has been providing this service since March 2020 via WhatsApp voice/video call, Zoom, and Google Meet video/voice Call. The move towards online services motivated SCU to think even more innovatively about enhancing its mental health services to students.
Student Development Model - Student Development's Mandate has two focus areas: 1) Student Leadership, and 2) Organized Student Life. These two areas are interdependent. Student Leadership focuses on the theoretical paradigm of Student Development while organized Student Life focuses on the practical paradigm of Student Development. In Student Development we create opportunities for our students through our two focus areas. Opportunities such as leadership development, operational and managerial training, practical experience, strategic leadership development as well as the opportunity to build networks. Student Development forms a safety net that catches our students while in the process of obtaining experience. We create an inviting environment that encourages students to experience student life in a safe, organized environment.
Student Counselling (SCU) - The SCU offers a variety of mental health products and services to students. We are happy to announce that we are actively servicing students during the COVID-19 lockdown period. We know this is a difficult and challenging time for students and we would like to invite you to make use of our mental health products if you need emotional time for students and we would like to invite you to make use of our mental health products if you need emotional support. Under the "Self-help material for students" tab you will find useful links to many other useful resources, such as the podcasts and workshop webinars developed specifically for our students. Follow our monthly Mental Health Awareness events.
Student Health Services - University life is an exciting environment full of independence, surprise, excitement, experimentation, and challenges. As Student Health Services we render health and wellness services which are a support service for your regular academic activities. Student Health Services is made up of Professional Nurses, Medical Doctors, Dietitians, Optometrists as well as HIV peer-counsellors who collectively meet your health and wellness needs.
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UP has facilitated an accessibility audit of the environment and a phased-in approach has been adopted with older infrastructure structures being adapted, whilst new projects will have to include universal access requirements from the outset. The University's Disability Unit and the Department of Facilities Management have installed tactile paving around campus to allow students and staff with visual disabilities to safely navigate their way around campus. The pilot project to introduce the paving around UP campuses involved the installation of tactile paving tiles that are detectable by long cane or underfoot. Zak Claasen – a Bioinformatics master’s student who regularly makes use of the paving route from the FABI buildings to the Informatorium – says the paving has helped him to navigate around the Hatfield Campus. He says when he first got to UP it was a bit overwhelming because the campus is big, noisy, and has many people, which makes it a bit more difficult for people who are visually impaired to orientate themselves. However, he says the tactile paving has helped him navigate the “tricky” areas which have lots of twists and turns. Click here to read more.
The University of Pretoria (UP) recognizes the rights of all its students and takes special pride in making education accessible to students with disabilities. In order to do this, we try to have a culture of human rights that enables students with disabilities to have equal access and participate in our dynamic learning and teaching environment. The Disability Unit works closely with departments and faculties to make the academic journey more equitable to navigate for students with disabilities. The Disability Unit operates within the Department of Student Affairs and supports students with disabilities in partnership with departments and faculties. In efforts to create an integrated and inclusive learning environment for students with disabilities, the Disability Unit services include:
Accessible study venues and computer lab
Assistive Technological services: screenings, training, and support to students with disabilities.
Adaptive text arrangements.
Facilitation of test and examination accommodations for students with disabilities who require the use of assistive technology.
Academic accommodations.
Orientation and mobility training for students with visual disabilities.
The National Student Financial Aid Scheme (NSFAS) Disability Bursary Programme provides financial support to students with disabilities who require financial aid. In the student-centered model, NSFAS is dependent on a close working relationship between both Student Finances and the Disability Unit, not only in the identification and referral of students with disabilities, but also in building links and relationships with service providers and suppliers of assistive devices, and with owners/managers of private accommodation sites for students with disabilities.
Funding for Students with Special Needs and Disabilities - Two main sources of funding are available for students with special needs and disabilities: 1) National Student Financial Aid Scheme (NSFAS), and 2) Department of Higher Education and Training (DHET). Other sources of funding may become available during the study year when external donors or institutions offer bursaries, and they are then advertised on the University’s website under the section "External bursaries". Students with special needs and disabilities are also welcome to apply for any other loan or bursary.
16 Days of Activism - The International Day of Persons with Disabilities is observed on 3 December to promote the full and equal participation of such individuals in all aspects of society. People with disabilities account for about 15% of the world’s population; sadly, there is a proclivity towards understanding them as a homogenous group, without consideration of their diversity (such as gender identities). Consequently, the experiences of women with disabilities are not acknowledged, nor adequately addressed. That is why, in light of the 16 Days of Activism against Gender-Based Violence campaign and International Day for Persons with Disabilities, Estelle Roos, a blind student at UP, has chosen to relate her personal experience of abuse, to highlight the invisible crisis against women with disabilities. She has also requested that her narrative be used to improve upon current programmes that have been put in place to prevent gender-based violence but that do not take into account the unique challenges faced by women with disabilities. Click here to read more.
Smartphone Technology - The University of Pretoria’s (UP) Professor De Wet Swanepoel, lead investigator on this project, says “95% of young children don’t get the chance to have these senses checked before entering school. Children who don't hear or see well can't learn well. As a result, these kids can't perform in a school environment.”
UP Researchers Publish SA-First - An article on the project was published recently in the South African Journal of Science, and was featured in the University of Pretoria Research Review of 2020. The study provides a guide that scholars, educators, university managers, and policymakers can use to ensure that mathematics and science subjects are accessible to blind students and those teaching strategies allow them to perform to their potential.
Read more about Goal 10 on the UN website
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