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10/06/2026

Children learn as they play

By Benevolence Mazhinji

To celebrate World Play Day on 28 May, Rhodes Pre-School invited the university’s Vice-Chancellor, Professor Sizwe Mabizela, to spend the morning interacting with the children and experiencing their daily learning environment. He was joined by the Dean of Education, Professor Eureta Rosenberg; the Director of the Centre for Social Development, Fortunate Gunzo; and the facilities administrator, Nwabisa Bottoman. The morning proved to be a vibrant and heartwarming event, showcasing both the learners' joy and the significant developments the school has achieved.

Following the initial welcome, the Head of School, Anna Talbot Kinsler, led the delegation on a comprehensive tour of the facilities to show how classroom environments support early childhood development. Children begin their journey in the Caterpillar Class, the school’s youngest cohort, where the curriculum focuses primarily on establishing foundational routines, basic independence and initial sensory awareness. Once the learners reach the necessary developmental milestones, they graduate into the Butterfly Class, where they learn more complex, self-directed skills. In this class, they also learn how to write their names and engage in collaborative problem-solving and larger-scale spatial exploration.

The school's layout deliberately avoids a rigid, overly structured feel, creating an environment where children are openly encouraged to experiment, explore, and direct their own activities. Even the outdoor play area is strategically divided into three distinct zones, each tailored to support specific developmental needs. One zone features a dedicated sensory play area for tactile exploration and hands-on learning, while the other spaces include a custom bike track and a specialised gross motor zone with climbing equipment for building physical strength and coordination. Kinsler said, “We want to create an environment where children feel safe, valued, and completely free to explore their capabilities through play.”

Seeing how full of joy and curiosity the learners were during their activities, Mabizela expressed his deep appreciation for the school's approach. He said, “What we have witnessed here are children who are very happy, who are very playful, and they enjoy themselves.” He added that “while children need to learn, the most important aspect of their growth and development is play. They learn as they play and they grow as they play.” This means that play should not be viewed as a distraction from education, but rather as the very vehicle through which learning happens.

“Children have the right to play,” said Kinsler. "Adults go to work from eight until five, but children come here for that time, and this is how they work and learn. So, what you would have seen today is children in a classroom, they're not at desks, they're playing with bird seed, filling and pouring, and really excited about all of that stuff, but they don't realise that they're actually engaging in mathematical concepts like measurement, and speaking to each other. They are playing in the fantasy corner, learning to cooperate and take turns, which is so important for good society members.”

Playing is an educational process. Photo: Benevolence Mazhinji

10/06/2026

Distinguished teaching award-winner challenges universities to rethink AI use

By Michelle Nyabeze

Universities have become overly focused on detecting whether students are using AI to complete assessments, while neglecting broader questions about education itself and whether students are getting an educational experience worth their time.

This was the view expressed by Professor Sioux McKenna while delivering the Vice-Chancellor's Senior Distinguished Teaching Award Lecture on Tuesday evening titled, "Authoritative Nonsense at Scale: GenAI's Threat to the Knowledge Project".

She said the title was deliberately provocative. “I am not trying to claim that everything that a large language model produces is nonsense. Very little of it is nonsense. But the stuff that it does produce that is nonsense, either hallucinations or algorithmic bias, is authoritative. It says it in a confident, fluent way that is so convincing, you don't notice that it is nonsense."

According to McKenna, the danger lies not only in AI-generated inaccuracies but also in the speed and scale at which they spread, and because it is at scale, it is taking over and everyone is using it.

McKenna, who is Professor of Higher Education Research, challenged academics and students to think critically about the role of generative AI in education. She described AI as a threat to the "knowledge project" only when it is used uncritically.

“The bigger problem is how do we ensure that if students are going to use large language models, they do so in ways that don’t rob them of a genuine education,” she said.

Despite her concerns, McKenna emphasised that she was not opposed to AI. She distinguished between large language models such as ChatGPT and generative AI more broadly, noting that AI technologies have contributed to significant advances in science, medicine and astronomy.

“We are seeing enormous benefits,” she said. “What I'm worried about is large language models being used in uncritical ways.”

McKenna was awarded both the Vice-Chancellor’s Distinguished Senior Research Award and the Senior Distinguished Teaching Award during the March 2026 graduation ceremonies, a double honour that she described as both a surprise and a source of profound affirmation.

Speaking to Grocott’s Mail after the lecture, Rhodes University Vice-Chancellor Professor Sizwe Mabizela echoed many of McKenna's concerns, saying the institution is actively working to help students and staff understand both the strengths and limitations of AI.

“One of the things we are doing is having regular public lectures to expose people to the power and the shortfalls of AI,” Mabizela said, and added that Rhodes had also developed policies to guide the use of AI while encouraging critical engagement with the technology.

“There are many opportunities that one derives from AI. For routine processes, AI is very effective and very efficient,” he said.

However, Mabizela warned that students may become overly dependent on AI-generated information without developing the skills needed to verify its accuracy.

“The chances are they will become very gullible,” he said. “These schemes are very efficient. They are very confident and they are very fluent. When you read what they generate, you become convinced.”

He described the outsourcing of critical thinking to AI systems as one of the greatest risks facing higher education.

“Artificial intelligence will never surpass human intelligence,” Mabizela said. “These schemes are generated by humans. They are mathematical algorithms and they have huge limitations.”

Among those attending the lecture was Rhodes University part-time student and full-time high school teacher, Sima Ngantweni, who said AI had become a useful learning tool when used responsibly.

“I sometimes use it for understanding the work, just to get a grip on it before attempting to answer my academic work,” he said.

Ngantweni said AI had helped improve his learning experience by identifying gaps in his understanding.

As universities continue to grapple with the rapid growth of artificial intelligence, speakers at the lecture agreed that the challenge is no longer whether students will use AI, but whether they will learn to use it critically.

Attending the lecture were, from left, Dean of Education, Prof Eureta Rosenberg, Deputy Vice-Chancellor for Research, Innovation and Strategic Partnerships, Dr Kwezi Mzilikazi, Vice-Chancellor Prof Sizwe Mabizela, Director of the Centre for Postgraduate Studies, Professor Sioux McKenna, Deputy Vice-Chancellor for Academic and Student Affairs, Prof Mabokang Monnapula-Mapesela and Dean of Humanities, Prof Siphokazi Magadla.

10/06/2026

New STEAM centre to transform learning

By Grocott's Mail Reporter

A major new development at Kingswood College is set to reshape learning in the Junior School by creating a dedicated Steam (Science, Technology, Engineering, the Arts, and Mathematics) centre and Learning Hub.

The project, expected to be completed within the next year, represents a significant investment in the foundational years of pupils’ education and reflects the school’s commitment to preparing young minds for a changing and increasingly complex world.

The development has been made possible through the generosity of the Joyful Noise Charitable Foundation, a private foundation of which Betty MacMillan is a trustee.

MacMillan, together with the WEM Foundation, has supported Kingswood’s scholarship programme for more than 25 years. Following the closure of the WEM Foundation in 2024, this latest donation continues a longstanding partnership rooted in a shared belief in the power of education to transform lives and strengthen communities.

School leadership said the decision to invest in the Junior School followed consideration of how the donation could best benefit both the school and the broader community.

Carissa Wilson, head of the Junior School, presented a vision to enhance and expand the learning environment through a purpose-built Steam facility and Learning Hub.

Her proposal focused on the needs of young pupils and the opportunities modern, flexible spaces can provide. The project includes the refurbishment of classrooms within the existing teaching block and the construction of an extension between the Junior School and Music School.

The new facilities are designed to support a more interdisciplinary approach to teaching and to improve pupils' daily learning experience.

Plans include a dedicated IT and robotics classroom, a maker space, an art studio, a group music and marimba room, and purpose-built rooms for learning support professionals.

Flexible learning environments will allow pupils to engage more deeply in project-based learning, collaborate across subjects, and experience learning in practical, meaningful ways.

Reflecting on the educational thinking behind the project, Wilson said the development builds on work already taking place within the Junior School.

“Junior education is increasingly centred on developing skills such as critical thinking, creativity and problem solving, rather than simply focusing on covering content,” she said.

“At Kingswood, this has been a priority for some time, but these new spaces will allow us to strengthen what we are already doing and make learning more practical and integrated.”

Wilson said pupils learn more meaningfully when they can explore ideas through robotics, coding, and hands-on projects across subjects.

“These are the skills that will matter most as they grow into adulthood in an increasingly AI-influenced world,” she said.

“Our responsibility is to help them learn how to think, question, collaborate and adapt. Technology will keep evolving, but these human capabilities, together with a strong grounding in character, will enable them to use it wisely and confidently.”

An equally important part of the project is establishing a dedicated Learning Hub.

The initiative reflects Kingswood’s belief that every pupil brings a unique combination of strengths, interests and challenges, and that early support can significantly shape their confidence and development.

Ghida Barnard, head of learning support in the Junior School, worked closely with Wilson on plans for the space.

The hub will provide dedicated rooms where pupils can receive tailored support from a range of specialists, strengthening collaboration between teachers and therapists.

“The Hub will allow pupils to receive tailored support in spaces designed with intention and care,” Wilson said.

“It builds on what we already do, providing room to grow and to meet needs more effectively.”

She added that the development marked the beginning of a broader long-term vision for the school.

“The generosity of our donor has given us the momentum to begin realising a vision we have held for some time,” she said.

“While this phase will make an immediate difference, we can already see how future growth could include further classrooms, outdoor performance areas and other collaborative environments.”

Wilson said the school was also considering water use, energy efficiency and environmental responsibility as the campus expands.

As construction progresses, the new Steam centre and Learning Hub are expected to become spaces where creativity, discipline and individual support come together.

Shared facilities for art, design and IT are intended to foster teamwork across subjects, while the Learning Hub will provide personalised support to help pupils participate fully in school life.

“At Kingswood Junior School, we lay the foundation not only for what children know, but for how they come to see the world — and, crucially, their place within it,” said Kingswood College head, Leon Grove.

He said children naturally question, experiment and create in their early years, and that education should nurture this curiosity rather than limit it.

“Steam education provides the ideal platform for this, as it invites children to explore, to make connections and to learn through doing,” Grove said.

“In this way, our new centre will become an investment not only in academic excellence, but in the formation of inquisitive, confident and capable young people – true to the spirit of educating for life.”

What is Steam?

Steam is an integrated approach to learning that combines science, technology, engineering, the arts and mathematics.

The philosophy behind STEAM education recognises that innovation grows from both technical understanding and creative thinking, and that real-world challenges are best approached through connections across subjects.

In the Junior School, STEAM focuses on hands-on, imaginative and collaborative learning experiences that help pupils become adaptable, curious and confident thinkers.

Rather than preparing children only for specific careers, it aims to develop the mindset and skills needed to solve problems and thrive in a changing world.

Site visit in May 2026 with the team that will be building the new STEAM Centre at the back of Kingswood Junior School: Neill
Kievit (MMK Architects), Roy Bowles Jnr (Roy Bowles Construction), Carissa Wilson (Junior School Head), Leon Grove (College
Head), Hylton Mckenzie (MMK Architects), Philip Bromley-Gans (Riverwoods Consulting — Quantity Surveyor) and Roy Bowles
Snr (Roy Bowles Construction). Photo: Supplied

10/06/2026

A room that listens: how the ADC Counselling Hub is changing
lives in Joza

Free psychological counselling has been quietly running at the Assumption Development Centre since 2022. The numbers and the research suggest something is working, reports Lufuno Masindi.

Most people walk into the Assumption Development Centre (ADC) in Joza for something practical - a skill, a certificate, a way to stretch their finances. What many discover, somewhere between the job training and the life skills workshops, is something else: a room, a conversation, and someone willing to listen.

That room is the ADC Counselling Hub, run by Rhodes University's Psychology Department inside the centre. Professor Megan Campbell, who leads the project, presented its progress at the International Community Engagement Conference at Rhodes earlier this month.

The ADC is already well known in the community for entrepreneurship training, matric second-chance programmes and small business support. Since 2022, it has also become a place where people can access free psychological counselling.

"They come for practical things," Campbell explained. "A skill, a certificate, a way to make their finances stretch a little further."

Presenting alongside psychology honours students Lerato Mota and Liyabona Notuku, Campbell described how the counselling hub emerged from a gap the ADC had identified years earlier.

"What the ADC didn't have was any kind of psychological or psychosocial support for people who were already making use of its services," she said.

The hub now operates with 12 master's-level student psychologists and six intern counselling psychologists, all supervised by registered professionals.

The numbers show how quickly the need has grown. In its first year, the hub provided counselling to 39 adult clients. By 2025, that number had risen to 153 adults and children. Workshop attendance increased from 327 people to 581 over the same period.

For Campbell, those numbers reflect a growing trust. Word has spread through Joza that the service helps.
The workshops reveal the kinds of struggles many residents are carrying: trauma, anxiety, stress, difficult relationships and emotional overwhelm.

"It really seems to be about how do I understand my emotions," Campbell reflected. "How do I regulate them in better ways? How do I make sense of past experiences that have been painful and traumatic for me?"

Most of the people accessing the service are young, often between 15 and their late twenties. Many arrive at the ADC for entirely different reasons and discover the counselling hub along the way.

Campbell and her colleagues also wanted to know whether the service was genuinely helping people. Alongside attendance figures, the team measured changes in psychological distress among clients receiving counselling. In a smaller group of clients who completed assessments before and after treatment, the research showed reductions in depression, anxiety, trauma symptoms and su***de risk.

"We have been able to see quite a marked shift in distress," Campbell said. "That interaction of being seen, being heard, being validated - not feeling so alone in managing what are often some very overwhelming challenges - seems to be a very important shift for people."

The project also shapes the students working there. Many psychological models, Campbell explained, are developed in very different social and economic contexts. Working in Joza pushes students to think carefully about how therapy works in South Africa and how care can become more accessible and meaningful in local communities.

"It gives them an opportunity to see to the extent to which the theoretical models that we're learning generalise to the South African population," she said.

Mental health stigma remains a challenge, and many clients struggle to continue attending sessions because of work, childcare responsibilities and financial pressure. In response, the hub also hosts mental health awareness events and community outreach initiatives.

For Campbell, one of the most important parts of the project is that it asks a question often missing from university research: what does the community gain?

"I think we underestimate the profound burden that psychological distress places on us," she said. "If we have spaces where we can process our hurts, our pains, our traumas, we can experience more emotional regulation, which creates a lot of subjective well-being, peace, safety and harmony."

In Joza, that space already exists. Quietly, steadily, more people are finding their way to it each year.

The Assumption Development Centre Hub in Joza, Makhanda is a partnership between Rhodes University's psychology department, RU Clinic and the Rhodes Counselling Centre. The demand for therapy has increased exponentially since it began. Photo: RUCE

10/06/2026

McConnachie: the academic
who performs with her community

From the Makana Community Orchestra to the Sounds of the Ocean podcast series, the head of Rhodes' Department of Music and Musicology has built a body of work in which the line between research and community runs in both directions. Lufuno Masindi and Nthabiseng Khonkco report.

Most academics write about their communities. Prof Boudina McConnachie performs with hers, records them, turns their voices into award-winning research, and does it, time and time again.

As head of Rhodes University's Department of Music and Musicology, and one of the founders of the Makana Community Orchestra (MCO), McConnachie stands firm on performing with the community. Makhanda's most anticipated musical event of the year, Masicule - a concert bringing together the full MCO and choirs from 20 schools - is proof of this commitment. Both performances at the Monument recently were sold out.

"It was magnificent. It actually made me cry," McConnachie says. "There were students and kids looking at each other, going, 'wow, you're amazing'. And that's so healthy for everybody to realise how accomplished other people can be, despite being from different economic and cultural backgrounds."

For McConnachie, that moment captures the music ecosystem she has helped to build since 2017. It is rooted in what communities already have, not what they lack. She describes it as a cycle in which "all of the town's music teachers, music-makers, performers and thinkers are supported so that they then feed back into the university, and we can feed back into them."

"I can promise you, there isn't one thing we do at the music department where we don't think about the community," she says.

Students from the Access Music Project, the Black Power Station, Graeme College and Victoria Girls' High School are increasingly finding their way into the music department itself. "Without those students, we wouldn't be what we are right now," McConnachie says - the clearest evidence, she suggests, that the relationship between university and community runs in both directions.

The orchestra that remains unbreakable

The MCO is still seeking registration as an independent entity. When the orchestra started, it held four full-orchestra concerts a year. Now it rotates performances across sections — a string ensemble one week, brass the next, with full orchestra gatherings reserved for later in the year.

"These are community members giving their time," McConnachie explains. "So we've had to learn to be flexible, to accept that not every year will look the same in terms of output."

In rehearsal, professional musicians, students and school learners sit side by side. Among them is Temba Mashabane of the Soweto String Quartet, performing alongside students and community members. It is, in her words, a space where musicians "learn with and from each other."

Garreth Robertson, the orchestra's deputy chair, has worked alongside McConnachie since the MCO began in 2023, when he was still a solo pianist. "I'm very inspired by how she manages to bring people together and create these wonderful things," he says.

Listening as research

The Sounds of the Ocean project brought together academia, community knowledge and artistic practice, treating storytelling and sound as legitimate forms of knowledge production. Travelling along the Eastern Cape coastline, the team engaged with musicians, healers, researchers and community members to explore the relationship between isiXhosa communities and the ocean. The conversations became a podcast series.

"It showed us that research doesn't have to look one way," McConnachie reflects. "Different forms of knowledge reach different people."

The impact extended beyond academia: the recordings and artistic outputs were later used as evidence in the Shell seismic blasting court case, demonstrating how creative, community-based research can influence legal and environmental discourse.

Johan Pretorius, MCO conductor and music teacher at Graeme College, has worked alongside McConnachie for 14 years. He describes her as a "bridge-builder" whose music books, study guides and reference works have found their way onto the shelves of educators and musicians across the country. "She has been a pioneer in contexts beyond the norm," he says, "and has managed to narrow the gap between Western Art Music and African Indigenous Music with musicians all over the world, but specifically in the Eastern Cape and Makana."

Who owns knowledge?

Working with community members as co-researchers raises complex questions around authorship, intellectual property and representation. Rather than imposing solutions, the projects adopt a collaborative approach from the outset. In one long-term project, participants co-created a "joint manifesto" outlining shared values and expectations. Formal agreements provided for benefit-sharing where necessary, while creative outputs (including a "sound postcard" exhibition) offered platforms for all voices to be heard and credited equally.

"There isn't one right answer," McConnachie reflects. "But you have to try to get it right from the beginning."
While the projects aim to serve communities, they are equally shaped by them. "In music, you realise how much talent and knowledge already exists," McConnachie says. "Sometimes you go out there and think, this person is better than me."

As Pretorius observes, it is this humanness that sets her apart: "Her relationship with people of all ages and from the entire rich community of Makana and beyond is nothing short of extraordinary."

10/06/2026

The Rhodes pharmacy team that
goes where the system doesn't

Sakh'impilo, a mobile clinic serving Makhanda's underserved areas, won Rhodes University's Community Engagement Award for 2025 and was one of the standout local case studies presented at the International Community Engagement Conference hosted on campus in May. Siyolise Fikizolo and Thandiwe Johnson report.

In areas where a clinic visit can mean a day's lost wages and a taxi fare that isn't there, a purpose-built trailer painted with intent rolls in on a four-week cycle. Inside it are pharmacy students, a professional nurse, and the kind of primary healthcare that local patients rarely receive close to home.

The trailer, called Sakh'impilo (isiXhosa for building healthier communities), earned Rhodes University's Faculty of Pharmacy team - coordinator Monique Purcell, together with colleagues Lynda Bryant, Lynette van Dyk and Emily Repinz - the 2025 Community Engagement Award.

The programme was also one of the standout local case studies presented at the International Community Engagement Conference hosted at Rhodes earlier this month.

Sakh'impilo has its roots in a Faculty of Pharmacy outreach initiative established in 1996 by Prof Sue Burton, who later introduced the mobile health trailer that became central to its reach. Purcell, a lecturer in pharmacy practice whose research is grounded in simulation-based education and service learning, inherited that legacy and has spent recent years embedding it more deeply into both the BPharm curriculum and the lives of the communities it serves.

"It's always been something that I have been interested in and passionate about," Purcell says of community-based work. Her own undergraduate experience drew her to it. When the coordinator role at Sakh'impilo opened up, she found a structured service-learning model she could shape with the formal frameworks she had studied.

Working in partnership with the Eastern Cape Department of Health, the team operates across an unusually wide footprint. In and around Makhanda, the trailer reaches Vukani, Nkanini, Ethembeni, the Khayalitsha informal settlement, Extension 9, Settlers Day Hospital, Raglan Road Clinic, Scott's Farm and Sun City. Further afield, it visits the Seven Fountains area, Amakhala in Sidbury, Salem, Farmerfield, Broughton Farm, Bathurst Community Hall and the Kariega Conservation Centre.

In 2025, the fourth-year cohort alone treated 280 patients on these visits - 111 were referred on for further diagnosis or treatment. The trailer is catching conditions that would otherwise have gone undiagnosed. The package on offer includes pharmaceutical care, screening for non-communicable and communicable diseases, maternal and child health, women's health, nutritional support and the management of minor ailments.

The most significant shift in the programme's recent history came in 2025, when Sakh'impilo introduced a Primary Care Drug Therapy (PCDT) component under a locum licence. That allows the team to prescribe and dispense medicines up to Schedule 4 on site, meaning patients presenting with hypertension, diabetes, or a respiratory infection can often leave a site visit with treatment in hand rather than a referral that may never be followed through.

Purcell says the clinical work and the teaching are inseparable. "Being at Rhodes and having the support through community engagement, and also being part of the Faculty of Pharmacy as a pharmacist and a healthcare worker working with other healthcare professionals like doctors and nurses, makes it easier to wear both hats."

Professional nurse Lynette van Dyk puts it more simply: "Whatever we do in terms of reaching out to our patients, we literally are a team effort. That's exactly what it is. A real team effort."

Purcell emphasises guided reflection for her students. Beyond the technical work, they participate in focus groups and reflective assignments designed to help them process what they have seen in resource-constrained environments.

Afika Mbeqani, a fourth-year pharmacy student, says the programme builds the confidence needed to approach real-life practice after graduation, and cultivates a sense of civic responsibility. The PCDT component, she notes, has also exposed students to a scope of practice that most pharmacists never see inside a dispensary.

Purcell does not romanticise the work. "It is a very difficult thing to do," she says. "You want to be able to give the patient everything they require", even when the system around them fails. When that strain shows, she returns to first principles. "It's so important to be able to come back to the foundations of the programme and to refocus on what the priorities are - to refocus on why Sakh'impilo exists."

She is, she says, uninterested in building a personal legacy. What interests her is sustainability - the trailer continuing to move, the students continuing to reflect, and the relationship between the university and the people of Makhanda continuing to mean something at both ends.

Thirty years after the first iteration of the programme, the work continues to ask the question Purcell says has driven her since her own student days: "What more can we do?"

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