The University of Venda, through the Centre for Higher Education Teaching and Learning (CHETL), proudly hosted its 2025 Teaching and Learning Day on Friday, 26 September, at the 2Ten Hotel. With the theme “Inclusive Education – Bridging Gaps, Building Futures”, the event brought together over 100 participants for a day of insightful dialogue, reflection, and celebration. The day was further enriched by the presence of an esteemed guest speaker, Professor Maximus Monaheng Sefotho from the University of Johannesburg, whose thought leadership on inclusive education has made him a national figure in educational transformation.
Attendees of the UNIVEN’s 2025 Teaching and Learning Day
Prof Eucebious Lekalakala-Mokgele, the Deputy Vice-Chancellor of Teaching and Learning, University of
Venda
The occasion opened with a compelling welcome address by Professor Lekalakala-Mokgele, Dep-uty Vice-Chancellor for Teaching and Learning, who called on the academic community to re-imagine the future of education. She underscored that true inclusion extends beyond access; it requires an environment where every student feels seen, supported, and empowered to thrive. She spoke candidly about the enduring gaps in higher education, including disparities in digital access, learning resources, and student confidence. Professor Lekalakala-Mokgele emphasised the collective responsibility of academics, support staff, and institutional leadership to foster an ecosystem where all students can flourish, not just academically, but holistically.
Professor Lindiwe Mulaudzi, Director of the Centre for Higher Education Teaching and Learning, University of Venda
Following this, Professor Lindiwe Mulaudzi, Director of CHETL, set the context for the day’s engagements by outlining its purpose. She described Teaching and Learning Day as both a mo-ment of recognition and a catalyst for transformation. “Teaching and learning,” she said, “are the heartbeat of the university,” calling on attendees to celebrate achievements while remaining committed to continuous improvement. She outlined three key goals for the event: to honour the contributions of academic and support staff; to showcase innovative teaching practices and student success stories; and to provide a platform for reflective engagement with current educational practices.
Professor Mulaudzi also presented a detailed overview of CHETL’s student support initiatives. These include a robust academic advising programme, currently with four advisors assigned to faculties, and a comprehensive mentoring system involving 355 student mentors supporting 320 modules. She also shared encouraging data from the Supplemental Instruction (SI) programme, which, although presently limited to two faculties, has shown remarkable improvement in stu-dent pass rates, demonstrating the tangible impact of well-structured academic support. Beyond their immediate purpose, these initiatives serve a dual function, empowering both mentees and mentors by fostering leadership, resilience, and academic confidence.
Prof Maximus Monaheng Sefotho of the University of Johannesburg
In his keynote address at the University of Venda’s 2025 Teaching and Learning Day, Prof. Sefo-tho of the University of Johannesburg delivered a thought-provoking address on the true mean-ing of inclusive education. He urged the audience to move beyond talk and take real action to ensure education works “for all.” Drawing on his expertise in neurodiversity, he highlighted the ongoing exclusion of marginalised groups, especially people living with disabilities, migrants, and rural communities. He questioned whether current education systems are genuinely accessible and non-discriminatory. He called for intentional inclusion in teaching methods, assessments, and infrastructure, referencing UNESCO’s Right to Education initiative.
Prof. Sefotho also advocated for African-rooted pedagogies, arguing that education in Africa must reflect its own cultural and philosophical foundations rather than relying on Western mod-els. Using his concept of “HEPHAPRENEURSHIP,” an apprenticeship to support those outside formal education or employment, he challenged the audience to consider why indigenous lan-guages and knowledge systems are still excluded, especially in the context of artificial intelli-gence. Emphasising universal learning design, he stressed the need for engaging, responsive, and accessible teaching for all learners. His closing message was clear: inclusion must be a lived, ongoing commitment to equity, justice, and learner empowerment.
Ms Basetsana Mokwite from the CHETL Students Support Programme
Adding to the depth of the event was a reflection by Ms Basetsana Mokwite, who spoke from her dual role as a student and academic advisor. Her talk, “From Student Voices to Academic Guidance: Creating Inclusive Futures,” offered an authentic glimpse into the realities students face. Ms Mokwite reflected on the emotional and academic challenges students encounter when transitioning from secondary school to university life. She defined inclusive education as the intentional creation of a learning environment where all students, regardless of language, back-ground, or ability, feel they truly belong.
Her message was clear: inclusive education must be dynamic, responsive, and above all, hu-man-centred. She advocated for continued investment in student success initiatives and empha-sised the importance of listening to students’ lived experiences in shaping institutional policy.
Ms Pride Ngomani from the Disabled Students Council
Ms Pride Ngomane, a student living with disability, delivered an emotional and powerful address, sharing her personal journey at the University of Venda. While she praised the institution for its supportive structures, she urged the university community to go further in challenging social stigma. Ms Ngomane spoke of the everyday assumptions made about her due to her use of a mobility aid, calling for respectful and informed interactions that affirm the dignity and independence of students with disabilities.
The event encouraged critical engagement with the theme of inclusion. Through a mix of presentations and personal stories, attendees gained a practical understanding of inclusive education. While progress was acknowledged, especially in academic support and mentoring, there was a clear call for continued collective responsibility to respond to students’ evolving needs.
Ms Sympathy Ngube, from the Faculty of Humanities, Social Sciences, and Education
Ms Sympathy Ngube reflected on her journey transitioning from industry to academia within the Faculty of Humanities, Social Sciences, and Education. She highlighted the challenges of adapt-ing teaching methods from smaller school classes to large university lectures, emphasising the importance of inclusive education in addressing diverse student needs. Gratitude was expressed for the institutional support received from senior colleagues and various departments, which helped her navigate new demands, including integrating technology and fostering collaboration. Ms Ngube underlined that inclusivity requires continuous, adaptable efforts, recognising that students thrive when they feel seen and valued. Looking ahead, she hopes to grow as a reflective, research-informed educator and contribute to an inclusive teaching culture that bene-fits students, the institution, and the wider academic community.
Mr Sihle Dlamini, from the Faculty of Health Sciences
Mr Sihle shared insights into the unique challenges of nursing education within the Faculty of Health Sciences. Drawing on his experience in nursing colleges and the private sector, he stressed the critical need for quality education that equips students to deliver 100% patient care, reflecting high standards expected in healthcare. He discussed the difficulties posed by inade-quate teaching facilities and curriculum misalignment, which affect both teaching effectiveness and student learning outcomes. Mr Dlamini emphasised the importance of understanding nursing-specific policies, benchmarking standards, and fostering inclusivity that involves collaboration between universities, hospitals, and other stakeholders. Despite the challenges, he praised the supportive university departments that offer professional development and community engagement opportunities and called for continued institutional backing to enhance the quality of nursing education.
The discussion centred on key challenges in higher education, particularly student poverty, in-equality, and unemployment, with calls for mindset shifts and practical solutions through entrepreneurship and culturally relevant, homegrown initiatives. Speakers emphasised the need for education to foster employability, critical thinking, and self-reliance rather than dependence on traditional employment. Motivating disengaged students was also debated, with suggestions such as continuous assessment, video-assisted learning, and problem-based teaching methods tailored to real-life contexts. Lecturers were encouraged to rethink assessment strategies to bet-ter engage students, including using digital platforms like TikTok for academic tasks and adopting inclusive, neurodiverse-friendly approaches. The importance of understanding and accommodating students’ lived experiences, such as transport issues, timetable clashes, and neurodiversity, was highlighted as crucial to improving class attendance and educational outcomes.
Dr Fhatuwani Ravhuhali, ADU HoD from CHETL , University of Venda
Dr Fhatuwani Ravhuhali thanked students and staff for their participation and commended CHETL for organising the event. He stressed the importance of moving from dialogue to action on issues of accessibility, inclusivity, and universal learning design. Acknowledging colleagues’ leadership and sacrifices, he encouraged continued collaboration in advancing the university’s mission to nurture future leaders.
The 2025 Teaching and Learning Day concluded not just with applause but with a renewed sense of purpose. It reaffirmed the University of Venda’s commitment to being a space where teaching is innovative, learning is inclusive, and students are genuinely empowered to shape their futures. Through shared stories, collaborative dialogue, and strategic vision, the university community was reminded that the path towards transformation is not linear, but it is undoubtedly within reach when walking together.
Presenters and programme directors
Issued by:
Department of Marketing, Branding and Communication University of Venda
Tel: 082 868 2218 / 082 868 1811
