SANRAL invests in youth
SANRAL supports the development of future engineers by awarding scholarships and bursaries to academically deserving students. In the last financial year, a total of 133 students in university throughout South Africa were awarded bursaries by SANRAL. This includes 22 bursary holders from University of the Witwatersrand (Wits), 10 at the University of Johannesburg (UJ), 18 at the University of Cape Town (UCT) and 10 at the University of Pretoria.
The learners, who are in Grades 10 to 12 or enrolled at university, were inducted into SANRAL’s scholarship and bursary programme in Midrand at SANRAL’s Central Operation Centre. The induction was attended by bursary and scholarship holders, parents and SANRAL employees.
One of the key speakers, Nontobeko Mathenjwa, who is an engineer and Project Manager at SANRAL, reiterated the importance of the emancipation of women in South Africa, particularly the encouragement of young women to pursue careers in engineering.
“Be prepared to work harder as a woman in order to be respected or taken seriously, as it is a maledominated industry. Educating one girl
Nimal Gajadhur has been a SANRAL scholarship recipient since Grade 11. He is now a first-year civil engineering student at Wits and also among the bursary beneficiaries.
Applications for 2018 closed on 30 September 2017. High school learners need to obtain a minimum of 70% in maths and physical science, 65% in English, as well as an overall average
can change her life – but others benefit as well,” she said. The scholarship pays for the learners’ annual school fees, uniforms, books, stationery and sports. For university students, the bursary covers tuition fees, books and accommodation and includes a monthly allowance. Kamogelo Pakgadi from Limpopo, who attends SJ Van Der Merwe Technical High School, said the SANRAL scholarship is very helpful. “I am very grateful. I am being raised
by a single dad who is paying for my sibling’s tertiary tuition fees. I am very glad that through the scholarship, the financial burden is taken off him.”
Pakgadi wants to study civil engineering at UCT or Wits, where she has already been accepted.
Another aspiring civil engineer, Otsile Huma from Pretoria, a Grade 10 pupil at Crawford College, has chosen to pursue engineering, because he wants to see South Africa compete on a global scale in terms of improved and quality infrastructure, particularly roads. “Through consistency, hard work and asking for help when I do not understand, I will ensure that I maintain good grades to get awarded a bursary from SANRAL.”
of 75%. Students at university who are studying civil engineering and perform exceptionally well academically are encouraged to apply for the bursary. Learners from rural areas are also encouraged to apply.
For more information, visit www.nra.co.za or email sentlentseg@nra.co.za
A group of 20 high school learners and university students from Gauteng and Limpopo, who are among the recipients of SANRAL’s scholarship and bursary programme in the last financial year.
The STEM in ACTION programme at the Missionvale Campus of Nelson Mandela University (NMU) provides an opportunity for selected schools to bring their physical science learners and teachers to perform Curriculum Assessment Policy-aligned experiments. As the programme director, I have been involved with the program for seven-and-a-half years and experienced it as an honour, pleasure and privilege to engage with learners from a range of socio-economic backgrounds. It humbles me to learn from some pupils that, regardless of circumstances, they excel.
I gained insight into how difficult it is for a marginalised child to be a successful scholar when there is minimal parental support and hardly any role models. Their resilience and commitment is noteworthy. When these learners achieve regardless of their circumstances, it is most rewarding and satisfying. It’s a pity that irrespective of the success of these individuals, we
can see how our education system lets learners down due to overcrowding and the quality and quantity of teaching offered from Grade R to Grade 12.
My journey has taught me that no child can resist love. For me as a white 'makhulu' (grandmother) I also experience the love from children we engage with. I feel very strongly that the racial divides in our country can be softened and remedied. Interacting with children from all races affords me the opportunity to show unconditional love and to assist with practical or theoretical problems.
While involvement with this programme affords me the opportunity to give, I am very blessed that I have received so much affection, acceptance and trust from learners of the entire spectrum we interact with. Isabel van Gend is the STEM Programme Director