COMMUNITY ENGAGEMENT

Rural Development and Innovation Hub (RDIH)

About the Rural Development and Innovation Hub (RDIH) at the University of Limpopo.

The Rural Development and Innovation Hub (RDIH) at the University of Limpopo promotes community engagement as a key component of scholarly activity across various faculties.

This approach integrates community engagement as a central academic pursuit, alongside teaching and learning, and research, where each aspect informs and enhances the others.

The RDIH is dedicated to identifying and aligning the following opportunities:

  • Community Development Opportunities: Fostering meaningful engagement within communities.
  • Student Learning Opportunities: Enhancing educational experiences through active participation.
  • Research Opportunities: Advancing scholarly research in alignment with community and educational goals.

STRATEGIC THRUST

The University of Limpopo’s Strategic Plan for 2024–2028 outlines its vision to become a leading African university dedicated to addressing the developmental needs of its communities while exemplifying academic excellence and innovation.

Central to this vision is the University’s butterfly model, which positions the Faculties as pivotal in driving institutional transformation. In this model, Community Engagement is embedded as an Integrated Academic Core Activity. This integration ensures that community engagement is not merely an ancillary function but a fundamental element that synergistically enhances teaching, research, and overall academic pursuits.

By embedding community engagement at the core of its academic framework, the University of Limpopo aims to foster a dynamic and responsive educational environment that aligns closely with the needs and aspirations of its communities, thereby advancing both societal impact and scholarly excellence.

The RDIH is mandated to facilitate and assist faculties in developing integrated community-engaged scholarship programmes.

To this extent, the RDIH assists faculties, schools, departments, and centers to work across disciplines WITH communities to the benefit of the University as well as communities.

HOW DO WE DO IT?

The RDIH continuously fosters dialogues between communities and the university to identify impactful interventions and explore how students and research can address these community priorities through collaborative efforts.

Community engagement as a form of scholarship is a gradual process built on trustful relationships between the university and the community. The RDIH adheres to principles such as Starting Small, Leveraging Existing Resources, and Gradually Integrating Community Engagement into core academic activities. This approach not only ensures meaningful engagement but also enhances the potential for sustainability.

The entry points for community engagement as a scholarship can include community priorities, curriculum outcomes, or research initiatives. The RDIH supports academics, students, and communities by facilitating programs that integrate community-engaged scholarship, thereby strengthening collaborative efforts and advancing shared goals.

TRAINING PROGRAMMES

  • The notion of Community Engaged scholarship (CES)
  • Identifying discipline specific entrance points for CES programmes
  • Role of the students in a CES programme
  • Entering and making contact with communities
  • Ethical engagement practices
  • Communication skills
  • Science communication as a method to facilitate dialogues with communities about complex scientific concepts and research.
  • Participatory research practices
  • Evaluating community engaged practices
  • Engaged research and practices

TRAINING PROGRAMMES (2023/24)

Student and Staff Training Programmes

Type of RDIH Support

 

Aim Target group
Individual consultations for Faculty members To develop Integrated Community Engaged Scholarship Programmes

UL Faculty members

Module leaders

Community engagement representatives

Project leaders

 

Structured Integrated Community Engaged Scholarship training through workshops

 

Train UL students students/staff in Integrated Community Engaged Scholarship practices

 

UL Faculty members

Module leaders

Community engagement representatives

Project leaders

UL Students

 

Developing integrated Community Engaged Scholarship programmes through workshops

 

 

Aimed at development of Faculty/Department and or module  specific integrated community engaged scholarship programmes

Across Faculty members

Module leaders

Community engagement representatives

Project leaders

 

Workshops focussing on:

 

§   How to enter a community

§   Getting to know the community

§   Build trustful relationships with community

Facilitating participatory project planning and implementation

 

Aimed at creating and inviting a context for community participation and ownership

UL Faculty members

Project leaders

UL Students

 

Workshop on Facilitating participatory project planning and implementation

 

Aimed at creating and inviting context for community and students participation and ownership

UL Faculty members

Project leaders

UL Students

 

Workshop focussing on  Participatory action research processes and Engaged research practices Aimed at identifying and responding to real-life community priorities WITH and in collaboration with end beneficiaries

UL Faculty members

Project leaders

UL Students

Ethical engagement practices

Aimed at negotiating expected conduct, benefit and impact also unintended impact on communities WITH communities where research is conducted

 

UL Faculty members

Project leaders

UL Students

Legislation of the rights of vulnerable communities

Aimed at providing Faculty with practical knowledge and skills to:

·         Understand and apply the rights of vulnerable communities

·         Ensure the safety of communities  as well as the safety of students and staff during engagement with  communities

UL Faculty members

Module leaders

Community engagement representatives

Project leaders

UL Students

 

Introduction to basic Science communication skills Aimed at helping UL Faculty, students and researchers facilitate  accessible dialogue with community members about complex scientific topics

UL Faculty members/researchers

Project leaders

UL Students

Communication skills Aimed at inviting dialogue, participation, critical feedback  with communities and students

UL Faculty members

Project leaders

UL Students

ENGAGED SCHOLARSHIP AT THE UNIVERSITY OF LIMPOPO

The process of developing an Integrated Community Engaged Scholarship programme does not happen overnight but takes time, and often a process is developed over a few years.

Facilitating a process of Integrating Community Engagement with the other two academic core activities of Teaching and Learning (Curricula Development), and Research, could be approached from different angles. Community Engagement as Integrated Scholarship has different points of entry, as set out in the table below. These guiding questions could assist Faculty in developing such integrated programmes.

STARTING POINTS TOWARDS COMMUNITY ENGAGEMENT AS INTEGRATED SCHOLARSHIP

Existing projects also volunteerism 

  • What research opportunities resulted from the current project?
  • In what way did the current project translate into student learning—module-specific or structured student volunteerism?
  • What community relationships and networks were established through the project, and how did it translate into transdisciplinary work?
  • In what way did the community take ownership of the project?
  • What learning and capacity-building enabled the community to plan, manage, monitor, and implement their own initiatives?
  • How was the impact of the project determined from the perspective of the target beneficiaries?

Teaching and Learning, Curriculum Development & Work Integrated Learning (WIL) learning

  • What research opportunities resulted from student portfolios and other teaching and learning activities?
  • In what ways did the community provide feedback on the value or impact of module-specific and/or WIL learning activities, and what research and/or future community engagement opportunities resulted from the community feedback?
  • In what ways did students provide feedback on the value of module-specific and/or WIL learning activities, and what research and/or future integrated community engagement opportunities resulted from the students’ feedback?
  • How did student and community feedback inform the teaching and learning practices and/or curriculum development associated with the module in question?
  • What community relationships and networks were established through module-specific and/or WIL learning activities, and how did this translate to transdisciplinary CE work?
  • What role did the community play in sustaining these services?

Research

  • In what ways did the community help to make sense of or attach meaning to the research and/or comment on the relevance of the study?
  • How was this research communicated back to the community?
  • What type of community engagement resulted from this study?
  • In what way did the study translate into student learning, be it module-specific or via student volunteers?
  • In what way did the study provide future learning opportunities for students across faculties?

Relevant questions for all above

  • What issues were so important to the community that they were willing to sacrifice their time and energy?
  • How much time was spent getting to know the community and building relationships of trust?
  • Who benefited how and according to whom from the project?
  • Do we know exactly what the community members believe will make a meaningful difference in their lives?
  • In what ways did community members and students take part in the actual planning and implementation of the projects?
  • In what ways did the community and students monitor and evaluate the impact of projects?
  • How did you negotiate accountability towards the community and students?
  • How did you identify and constitute the team involved in the project: the community, other academics, researchers, and students?
ENGAGED RESEARCH: FACULTY COLLABORATIONS

What is Engaged research?

Engaged research can be regarded as one method of community engagement as part of integrated scholarship. It can be described as a two-way interactive process between researchers and the community, or the end-users of research outside of academia, where knowledge, technologies, and resources are shared to the mutual benefit of both. Engaged research is never a top-down transfer of knowledge by “experts,” but rather both the researcher and the community learn new skills and gain access to new knowledge and resources (Hardy, Hughes, Hulen, Figueroa, Evans & Begay, 2016: 593). 

As engaged researchers, we deliberately create opportunities within our research design for dialogue, listening, learning, and co-discovery of new knowledge with those affected by the study (Duncan & Spicer, 2010:4; Zardo, 2017 adapted). The most distinguished feature of an engaged researcher is his or her willingness and attempts to involve the community in the research, opening opportunities for participation, asking questions, stimulating curiosity, and sharing the value of research (Duncan & Spicer, 2010:3).

Engaged research asks for a willingness to walk the extra mile, as working with communities brings with it added responsibilities. Communities consist of people with names and ever-changing stories of, amongst others, hope, despair, belief, survival, denial, resilience, love, conflict, power, resistance, and unique ways of being with each other and the world. Engaging with communities asks for a willingness to step out of our comfort zones into a world of uncertainty where we cannot know without “knowing with” orbeing with communities.”  Such “knowing or being with” communities can hardly be done from a safe distance from where we observe, question, serve, or research. Any engagement or research will have an effect on people and communities who will stay behind to bear the intended or unintended consequences of our interventions (du Plessis & van Dyk 2013: 61).

The Principles of Ethical Engaged research Practices

Engaged research also implies teamwork, where engaged research, as community-engaged scholarship, is not a “one-man-band” endeavour but rather working WITH communities, students, and across faculty collaborations.

The benefits of engaged scholarship extend far beyond the boundaries of academia, enhancing creativity and lifelong learning. Engaged scholarship opens opportunities to apply theory in real-world settings while embracing the community voice in the co-production of knowledge and augmenting indigenous knowledge systems.

RDIH collaboration in Engaged research projects

UL students play a pivotal role in all engaged research programmes. Students are trained in community engagement skills before delivering the specific community-engaged programme linked to research in the community.

Engaged Research projects and motivation for study

Collaborating Faculty

Aim of study

Up to date Impact

Fostering Community engagement (CE) as Scholarship at UL – an Integrated School Support programme

 

 

Low performing schools approached the RDIH for support in problem specific subjects

 

 

Department of Social Sciences Education & Economic Management Education  (DSSEEME)

 

 

Explore the impact and experiences of UL students, staff school learners and school teachers experiences of the Integrated School Support programme

The study is the result of an integrated community engaged scholarship programme,  in collaboration with DSSEEME providing, maths, physical sciences, business studies, economics, accounting and geography support to grade 8 to 12 learners

 

 

For the year 2023 up to date: 26 secondary schools, 56 Teachers +1000 school learners, and 203 UL students were part of this programme/study

 

Engaged Research projects and motivation for study

Collaborating Faculty

Aim of study

Up to date Impact

Fostering CE as Scholarship at UL – A Community Engaged Digital Fluency Programme

 

The study, linked to the  community engaged digital fluency programme, stems from the lack of basic  computer literacy amongst UL students but so too secondary schools learners

Turfloop Graduate School of Leadership (TGSL) and the Department Molecular and Life Sciences

Explore the impact and experiences of UL students, and school learners’ experiences of the Integrated Digital Fluency Programme

The study is the result of an integrated Digital Fluency programme aimed at enhancing digital literacy skills of UL students and secondary school learners.

 

For the year 2022 up to date: +/- 400 UL students and 1 420  and school learners benefitted from the programme

 

 

 

Engaged Research projects and motivation for study

Collaborating Faculty

Aim of study

Up to date Impact

Makgwadiba citizen science engaged research project

 

Community-engaged approaches are crucial for sustainable answers of   complex socio-ecological issues.

 

Department of Geography and Environmental Studies

 

DSI-NRF SARChI Chair in Ecosystem Health, & Department of Biodiversity.

Primary school learners were trained in the Sustainable development goals as well scientific methods to collect data

 

These children used (observations, participatory mapping, water quality monitoring and impact identification) to identify problems and associated environmental-, economic-, and social impacts in their community

1 Primary school with +/- 30 participating school learners

 

School learners developed their own action plan for  waste management in their  Community

 

Parents, children and teachers committed to a project to  reuse plastic in their community to the benefit of the school (i.e., making school desks)

 

Engaged Research projects and motivation for study

Collaborating Faculty

Aim of study

Up to date Impact

Waste-to-energy practices on small-holder farms

 

The study developed and is linked to the small-holder farmer support group. Farmers identify the research topic to inform their priority to explore more energy efficient ways to farm.

Faculty of Science and Agriculture and Department Geography

Exploring Waste-to-energy practices on small-holder farms

 

12 Participating small-holder farmers

 

2 Biogas digesters were installed on 2 farms as training sites for other small-holder farmers

 

The study was funded by the CSIR with 2 UL scholarships awarded.

Scholarship Programmes

Student and Staff Training Programmes

Type of RDIH Support

 

Aim

Target group

Individual consultations for Faculty members

To develop Integrated Community Engaged Scholarship Programmes

UL Faculty members

Module leaders

Community engagement representatives

Project leaders

 

Structured Integrated Community Engaged Scholarship training through workshops

 

Train UL students students/staff in Integrated Community Engaged Scholarship practices

 

UL Faculty members

Module leaders

Community engagement representatives

Project leaders

UL Students

 

Developing integrated Community Engaged Scholarship programmes through workshops

 

 

Aimed at development of Faculty/Department and or module  specific integrated community engaged scholarship programmes

Across Faculty members

Module leaders

Community engagement representatives

Project leaders

 

Workshops focussing on:

 

§   How to enter a community

§   Getting to know the community

§   Build trustful relationships with community

Facilitating participatory project planning and implementation

 

Aimed at creating and inviting a context for community participation and ownership

UL Faculty members

Project leaders

UL Students

 

Workshop on Facilitating participatory project planning and implementation

 

Aimed at creating and inviting context for community and students participation and ownership

UL Faculty members

Project leaders

UL Students

 

Workshop focussing on  Participatory action research processes and Engaged research practices

Aimed at identifying and responding to real-life community priorities WITH and in collaboration with end beneficiaries

UL Faculty members

Project leaders

UL Students

Ethical engagement practices

Aimed at negotiating expected conduct, benefit and impact also unintended impact on communities WITH communities where research is conducted 

 

UL Faculty members

Project leaders

UL Students

Legislation of the rights of vulnerable communities

Aimed at providing Faculty with practical knowledge and skills to:

·         Understand and apply the rights of vulnerable communities

·         Ensure the safety of communities  as well as the safety of students and staff during engagement with  communities

UL Faculty members

Module leaders

Community engagement representatives

Project leaders

UL Students

 

Introduction to basic Science communication skills

Aimed at helping UL Faculty, students and researchers facilitate  accessible dialogue with community members about complex scientific topics

UL Faculty members/researchers

Project leaders

UL Students

Communication skills

Aimed at inviting dialogue, participation, critical feedback  with communities and students

UL Faculty members

Project leaders

UL Students

Community Engaged Scholarship Programmes

Community Engaged Scholarship Programmes

 

Aim of programme

Beneficiaries and what is the status so far, as well as achievements)

 

Community   Engaged Digital Fluency Programme

 

·         With one additional sub- programme funded by BANKSETA for only grade 12 learners of specific demarcated schools

 

In collaboration with Turfloop Graduate School of Leadership and the Department Molecular and Life Sciences

 

The programme aim to:

Upskill UL student’s Digital Fluency skills

 

Application of Digital Fluency skills by UL students in communities with Digital Literacy support programmes in demarcated schools and communities.

 

The programme is now running for a 3rd consecutive year with interest exponentially growing amongst students and community members

 

For the year 2022 up to date: +/- 400 UL students and 1 420  school learners benefitted from the programme

 

 

 

Community   Engaged Integrated School Support Programme

 

 

·         With one additional sub- programme funded by LGSETA for only grade 12 learners of specific demarcated schools

 

In collaboration with the Department of Social Sciences Education & Economic Management Education

 

The programme now in its 2nd year aim to assist grades 8-12, high school learners,  and educators with difficult subject-specific topics For the year 2023 up to date: 26 secondary schools, 56 Teachers +1000 school learners, and 203 UL students were part of this programme

Small–holder Farmer support Group

 

Across faculty collaboration with the Faculties of Science and Agriculture, and Management and Law

Emerging farmers often farm on a principle of trial and error and are isolated in terms of support groups and or up to date knowledge. A small-holder farmer support group was initiated to support farmers with farm specific knowledge and skills.

 

 

Since 2020 up to date +/- 40 small holder farmers were/are involved in the support group

 

The 3rd year module in Local economic Development from the Department of Agricultural Economics & Animal Production were integrated into the farmer support group programme, with

99 Students (working in groups) co-developing  farm specific local economic development assessment and intervention strategies on 15 small-holder farms

 

Annually farmers identify their own learning priorities to be addressed in the study groups. Training  focussed amongst other

·         Entrepreneurial promotion (i.e., Strategic Management & Leadership, Managing Finances Bookkeeping, marketing, Overcoming Barriers / Networking Writing of funding and business proposals).

·         Onsite Biogas digester training

·         Biosecurity measures

·         Cleaning and Sanitation for Broiler Production

·         Marketing of local produce

·         Introduction to Agricultural Economics and why it is important to any farming practice

·         Digital Literacy training

 

 

Sibusiso Bengu Development Programme – Rural Innovation and Farmer Support (RIFS) Programme RIFS

 

·         With 8 additional sub- programmes

 

 

In collaboration with the Faculty of Science and Agriculture and Department Geography

 

 

 

 

The RIFS programme aims to develop skills in farm management, innovative technology, and financial planning with small-scale and emerging farmers

2 Biogas digesters were installed on 2 farms as training sites for other small-holder farmers

+/- 32 Small-holder farmers attended biogas digester training

 

UL students/staff are provided with research opportunities within the programme

 

Unemployed Youth Programme

 

·         With 5 additional sub- programmes

 

In collaboration

The Faculty of Management and Law, UL ICT, the SAPS and Provincial Department of Labour and Employment.

The Unemployed Youth Development Programme titled: “Innovative Youth, Co-Creators of our new Tomorrow” (an online programme, augmented by face-to-face sessions) aims to develop and co-develop essential life-skills needed to meet and respond to not only the unique challenges faced by unemployed young people but so too life on earth

The Unemployed Youth development programme is divided into five (5) sub-programmes with +/- 32 participating unemployed youth and 10 supporting UL students across faculty.

 

·         Digital Fluency Programme.

·         Professional work ethic and conduct, developing my CV, and preparing for an interview.

·         Being Change Agents

·         Active Citizenship

·         Youth Training for Entrepreneurial promotion

Reading and Writing with Comprehension, an Interdisciplinary Community Engagement Programme

 

In collaboration with

UL Library

and

Dept. of Molecular and Life Sciences

 

The programme aims to address  students and school learners critical thinking skills and reading to understand and question information

The programme focussed on:

•          Assisting UL Students & High school learners to use UL Library’s services

•          Distinguishing between credible & fake sources

•          Assisting primary school learners to read and write with comprehension

For 2023 101 UL Students attended Reading and Writing with Comprehension Workshop

 

These students were trained in community engagement skills and presented the same programme in local schools

 

353 School learners participated in the programme

 

Community Engaged Child Abuse Programme

In collaboration with:

Thuthuzela Care Centre (TCC)

 

Three social workers from Family, Violence, Child Protection and Sexual Violence (FCS)

 

Makgefola primary school

 

Makgwadiba primary school

 

Pula-Madibogo Primary school

 

 

 

The programme was in response to a request by local primary schools to provide teachers and children on information relating to child abuse.

The programme aimed to discover from the child’s perspective what constitute child abuse and what community specific resources, people, and places children trust to help them if abused.

The UL programme focussed on:

·         Training  UL students on the notion of child abuse

·         Training UL students in community engagement skills amongst other how to facilitate discussions with underage children to help them discover their own understanding of child abuse.

·         Young children in collaboration with UL students developed a drama which was presented to peers at 3 primary schools demonstrating  what is child abuse and what are the community specific resources that can assist young children

·         Social workers, based on children’s dramas,  facilitated further discussions with primary school children

For 2023 67 Students across Faculty participated in the programme.

137 Primary school children worked with UL students over a five week period developing their own dramas on child abuse which were  presented to their peers at 3 respective primary schools with +/-  1500 children attending the final presentations and discussion with Social workers

 

Annual Student Gala Event

 

The annual end year student gala aims to celebrate, appreciate, and award (CE Certificates) to all the UL students who successfully completed the various Community Engaged Scholarship Programmes

For 2023 (2024 students still need to complete the scholarship programmes)

§   2,514 Community members participated in various Community Engaged Scholarship Programmes

§   339, UL students  participated in various Community Engaged Scholarship Programmes

§   25, community engagement workshops  were conducted  Student

§   199, Student practical sessions were completed in schools

UNDERSTANDING COMMUNITY ENGAGEMENT

Community Engagement in Higher Education

Community Engagement within the context of Higher Education could be broadly depicted as interactions between Higher Education, as an institution, and life outside campus. Community engagement strives to respond to societal needs and to establish mutually beneficial and reciprocal relationships between the university and broader society within the South African context. Discourses around community engagement and the emphasis on the role of higher education in relation to society have systematically changed since the mid-eighties and the publication of the White Paper on Education in 1997. The notion of community “outreach” shifted to community “engagement”.

The RDIH is mandated to facilitate and assist faculties in developing Integrated Community Engaged Scholarship programmes. To this extent, the RDIH assists faculties, schools, departments, and centres to work across disciplines WITH communities to the benefit of the University as well as communities.

How does the RDIH assist Faculties?
  • Structured Integrated Community Engaged Scholarship training through workshops
  • Individual consultations to develop an Integrated Community Engaged Scholarship
  • Plans that works for Faculties and project leaders
  • Train UL students/staff in to facilitate Integrated Community Engaged Scholarship programmes
  • Link Faculties (UL Staff and Project Leaders) with existing programmes
University of Limpopo’s Strategic Plan (2024-2028)

The conceptual framework of the RDIH is informed by Community Engagement as Integrated Scholarship in Higher Education South Africa and its alignment to UL’s Strategic Plan (2024–2028). 

The RDIH promotes innovation in rural development initiatives within the University and focuses on the alignment of curricula with engaged scholarship, engaged research, process and project innovation, and the development of student learning opportunities in communities.

The mandate for the Rural Development and Innovation Hub (RDIH) with regards to the Annual Performance Plan of the University is embedded in Goal 4, as outlined below.

  • GOAL 4: Strengthen the Role of Community   Engagement as a Core Function of the University.
  • STRATEGIC OBJECTIVES
    • Strategic Objective 4.1: Implement integrated Teaching & Learning, Research and Community Engagement projects

    • Strategic Objective 4.2: Introduce free online courses for the youth
  • KEY PERFORMANCE INDICATORS (KPA)
    • KPA 1: Increase number of approved integrated Community   engagement projects activated

    • KPA 2: Increase number of free online courses aimed at addressing skills development and issues affecting the youth
Meeting legislative framework

Community Engagement as Integrated Scholarship is also a contextually relevant response to real-life challenges as set out in the 2030 Agenda for Sustainable Development.

The Seventeen (17) Sustainable Development Goals (SDGs) and their accompanying 248 indicators or targets are humanity’s most ambitious plan for a better world. In September 2015, 193 countries agreed on these seventeen (17) SDGs at the United Nations General Assembly, as obtained in the 2030 Agenda for Sustainable Development (UN Resolution 68/261).

The 2030 Agenda for Sustainable Development’s SDGs provide worldwide guidance for addressing the global challenges facing humanity and the planet. It is about better protecting the natural foundations of life and our planet everywhere and for everyone, and preserving people’s opportunities to live in dignity and prosperity across generations.

The seventeen (17) SDGs encompass all three (3) areas of sustainable development: ecological, economic, and social development.

The SDGs contribute to the developmental needs of communities in line with UL’s vision and mission statement. The figure below gives a bird’s eye view of the seventeen (17) Sustainable Development goals.

PARTNERS/COLLABORATORS

  • AgricultSure: Collaboration aimed at Small-holder Farmer support.
  • Laeveld Agrochem: Collaboration aimed at Small-holder Farmer support.
  • Process, Energy & Environmental Technology Station (PEETS) University of Johannesburg (UJ: Collaboration aimed at research and support with regards to Small-holder farmer support.
  • University of Mpumalanga: Collaboration re research & Small-holder Farmer support.
  • ManTurf Civil Society Initiative: Facilitate and assist in developing project collaboration for the 2022 academic year.
  • ITD Collaboration: aimed at Community and research Ethical engagement practices.
  • Social Ventures Foundation in The End Poverty Innovation Challenge or EPIC: Collaboration re social ventures aimed at poverty reduction.
  • South African Higher education Community engagement Forum (SAHECEF)
  • CSIR: Waste RDI Roadmap office.

STAFF

Acting Director

Cuzette du Plessis
Tel: +27 15 268 4698/ +27722 4848 38
Email: Cuzette.duplessis@ul.ac.za

Principal Admin Officer

Kholofelo Sekoala
Tel: +2715 268 4026
Email: Kholofelo.sekoala@ul.ac.za

Research and Project Management

Ngwako Sekhula
Tel: +27 15 268 4698
Email: ngwako.sekhula@ul.ac.za

Community and Student Liaison

Lucky Moamba
Tel: +27 15 268 4698
Email: lucky.moamba@ul.ac.za