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” or “being 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