Erasmus joins Maties after a successful period as Head Coach of Paarl Boys’ High School, where he helped build one of the country’s leading school rugby programmes. His coaching background covers school, provincial and professional rugby, including roles as Emirates Lions Super Rugby Assistant Coach, Lions Currie Cup Assistant Coach, Lions U19 and U21 Head Coach, and Lions SuperSport Rugby Challenge Head Coach. He has also coached at the Sharks, as well as within the Western Province Rugby Institute and Western Province structures more broadly.

Erasmus brings national coaching experience too, having served as South African Schools Coach and South African Schools Girls Coach, along with a stint as a Western Province Craven Week coach.

Over more than 30 years in the game, he has built a reputation for developing players, establishing high-performance systems, and shaping team cultures that produce consistent results.

He holds World Rugby Level 3 Coach accreditation and is a World Rugby Educator. Erasmus will take up his new role on 1 September 2026.

Speaking on the appointment, Erasmus described it as a significant honour, noting the responsibility of following coaches such as Oubaas Markötter and Danie Craven, along with more recent figures who have come through the Maties system. He said his focus would be on building a culture the club can be proud of and creating an environment where players can develop and pursue their ambitions while studying at Maties. Given the club’s standing as one of the country’s largest rugby institutions, he said he was keen to honour that legacy and was looking forward to working with the wider Maties community at Danie Craven Stadium.

Drikus Hancke, Head of Rugby at Maties Sport, said the appointment followed a thorough and competitive selection process. He described Erasmus as one of South Africa’s most respected high-performance coaches, with a strong record of building successful programmes and developing players and staff. According to Hancke, it became clear during the recruitment process that Erasmus’s coaching approach aligns closely with the values and goals of Maties Rugby.

Hancke pointed to Erasmus’s ability to build team culture, develop players, and provide the kind of programme leadership needed for long-term success as key factors in the decision. His experience spanning school, provincial and professional rugby, combined with a consistent track record, made him the clear choice for the role. Hancke added that Maties Rugby looks forward to supporting Erasmus as the programme continues working toward sustained success in the Varsity Cup, USSA and Western Province Club Rugby competitions.

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The entrance way to Apex Stellenbosch, just off the busy Koelenhof Road, isn’t what you’d expect – at least, not yet. It’s a construction site in action; trucks rumble past, cranes groan, dust lifts into the blue morning sky. And then, through the pines, an unexpected view opens.

In front, the vibrant, bustling community of Kayamandi. Behind, the hazy, familiar line of the Stellenbosch mountains. And between them, an innovative blended-learning school. It’s built in what was once a wine cellar – the past repurposed into something new.

Inside, it’s an oasis of order amid the non-stop movement around it. Bright, clean, filled with light. A large photograph of proudly smiling children in bright blue uniforms draws your eye. The sense of pride is clear.

But the story behind this remarkable school doesn’t begin here.

ANSWERING THE BIG QUESTION

It begins, explains Jana du Plooy, founding CEO of Apex Education, with a seemingly simple question: how do you make the high-quality education every child deserves accessible in a resource-constrained system? The organisation had already seen great success at a no-fee high school it had started in Eersterivier, in collaboration with the

Western Cape Education Department. But that success brought pressure as demand swiftly grew, while resources did not. And then the pandemic hit.

“Like other schools, we started teaching virtually. But what we discovered surprised us. Many children, whether they were at home learning online or whether they were physically at school, still performed consistently.”

When most schools returned to ‘normal’, Apex took stock of what had worked and what hadn’t. “With the traditional in-person model, you need more space, more teachers … and more money,” says Jana. “But much of a teacher’s time isn’t spent on teaching – it’s admin, marking, behaviour management. Every time you add more children, you need more teachers and classrooms – increasing the costs but not necessarily improving the learning experience.”

THINKING BIG WITH BLENDED LEARNING

The answer was rethinking how classrooms work around teachers – with integrated blended learning. Combining face-to-face teaching and online or digital activities like this isn’t new. Most schools use it in some form.

“Our model,” emphasises Jana, “had to be very intentional – the role of teachers, the design of the classes, the use of facilitators, the way the lesson is delivered, how the children learn. The technology isn’t an add-on; it’s embedded. But to keep innovating and expanding, we needed a place to strike out on our own. Stellenbosch became that place. Kayamandi – one of the first townships in South Africa with widespread fibre connectivity – was a natural fit.”

With support from private donors, the land alongside Kayamandi was purchased and, in 2024, Apex Education’s first low-fee private high school opened its doors to a group of Grade 8s.

It’s projected to be at its full capacity of 1 800 children within two years. And, with a goal of serving 10 000 children across South Africa annually within 10 years, this school in Stellenbosch is set to be the blueprint for many more.

STEPPING INSIDE THE CLASSROOMS

A space with so many children and the distraction of screens could feel chaotic. On the other hand, they could be overly controlled – numbers in a system. It doesn’t take long to realise it’s neither.

That’s where Sanrie van der Westhuizen, the head of blended learning, comes in. “At Apex Stellenbosch, there are three adults to 100 children,” she explains as we walk through the tidy school grounds with their views of Kayamandi and the mountains. “One teacher and two trained facilitators, all underpinned by technology.”

Although 100 learners may sound like chaos, it’s anything but. I’m struck by the spacious, light-filled classrooms, the buzz of young people engaged in their tasks. Bright blue blazers hang from chairs. Books share desk space with laptops and headphones. Adults calmly move through the room, ready to step in when needed.

DESIGNED WITH INTENTION

Sanrie explains that Apex has built its own online platform, with more than 4 000 lessons tailored for South African children.

“We didn’t just take anything we found online. Lessons should reflect the children we serve, not international content. They are designed by teachers around the country, standardised so that every child gets the same quality as a starting point.”

A printed workbook accompanies online work, both to practise the skill of writing and for learners to work at home even if they have no access to electricity or computers. It’s an approach that reflects the deep understanding of the community for whom the school is working.

But the difference isn’t the content. “For us, the learning is data-driven, allowing for responsive teaching,” says Sanrie. Each lesson contains several check-in points and quizzes, which are continuously monitored by teachers via the system’s dashboard. Any challenges are addressed immediately. “Every single day is an intervention day.”

Sanrie emphasises that this isn’t about keeping teachers out of the loop; far from it. It’s about empowering them by freeing up time to actually teach. “Instead of marking 100 scripts or handing out papers, they can focus on connecting with learners. On educating and guiding them to success. That’s what we’re all here for.”

Jana is clear: their work doesn’t stop at their schools. “We exist to improve education for every child in South Africa, so we cannot gate-keep knowledge,” she says. “What we learn here, we’ll make available for free. If we have extra resources, we’ll share them. This isn’t about ‘intellectual property’; it’s about educating children.”

CLASSROOM CULTURE COMES FIRST

But education is about more than just lessons on a laptop. “You can’t take a dysfunctional school and think learning’s going to take place just by adding technology,” cautions Sanrie. “We work very hard on school culture and good values, and teaching the learners about having a growth mindset – and reflecting it ourselves.”

This is a culture rooted in the seemingly small things: structure, punctuality, respect for the space, pride in wearing school uniforms,

addressing each other with kindness and respect. Everything contributes to an environment that fosters learning – and helps to form people who will carry this culture into the world.

Apex learners are now outperforming provincial averages in both language and maths. Not because only high-achieving children are accepted – any child living close by can join – but because the blend of tech and the human touch is allowing the school to close the gap that makes equitable education so difficult. And the success is starting to attract attention beyond South Africa’s borders, as Apex is being approached by educators from as far away as South America and Singapore who are looking to Stellenbosch for a blueprint.

A PLACE OF BELONGING

It’s all happening here, alongside Kayamandi – meaning ‘sweet home’ – a thriving community that’s been part of Stellenbosch since the 1930s. It’s framed by the school’s buildings, visible from the classrooms. Many staff members are local. The property is planted with indigenous plants and saplings. Rather than turning its back on the community, the school is part of it.

“From the municipality right through to the Kayamandi community and people of Stellenbosch, it’s clear that a lot of good people care deeply about what happens to the kids,” says Sanrie. “They want them to excel and are willing to support that. We even have private donors sponsoring children or contributing towards the school.”

What stays with me is not the technology or even the model. It’s the children – engaged and fully immersed in their work – the bright classrooms, the focused teachers. It’s also the balance between technology and humanity, structure and flexibility, past and future.

As I leave, the construction site no longer feels out of place; it feels like part of the picture. The bumpy road is less like a detour and more of a link. Kayamandi and the mountains are part of the same frame. And, in the midst it all, the school just fits. 

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Renamed in 1940 after rugby legend Paul Roos, the institution has produced generations of leaders, from Springbok captains to influential professionals, all rooted in values of discipline, character, and community.

The celebrations kicked off on March 1, 2026, with the traditional Founder’s Day assembly, a poignant event that honored the school’s humble beginnings while inspiring its future. Distinguished alumni and staff took center stage: Dr. Braam Hanekom, a 1977 matriculant, and Mr. Frans van Niekerk, who dedicated 38 years to the school, shared reflections on PRG’s enduring legacy. Their messages wove a common thread – acknowledging the past to propel forward – as Grade 8 learners participated in a solemn wreath-laying ceremony at historical sites on campus.

The school also hosted a father-and-son dinner with the theme 16 Decades of Legends a panel discussion led by Jak de Priester with leading father-and-son pairs from the community.

In June the Association for Public Boys’ Schools of South Africa hosts the Aspiring Deputies and Heads conference under the theme Terroir with the support from Stellenbosch University, DKVG Attorneys, Fairtree Investments and Koelenhof. The event endeavours to develop school leaders for the future through a two-day conference where participants will enjoy platform with top speakers from the private and education sectors.

This milestone isn’t just a look back; it’s a launchpad for the next chapter. Paul Roos continues to foster holistic development. Known for its rugby prowess, although the school also excels in academics and arts, blending Afrikaans and English mediums to prepare boys for a global world.

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Hosted by the Centre for the Advancement of Social Impact and Transformation (CASIT), this annual event offers first-year students a practical introduction to engaged and active citizenship. Participants teamed up with local community organisations for meaningful activities that promote sustainable development, foster partnerships, and highlight the power of collective action.

The initiative aligns with Stellenbosch University’s commitment to the United Nations Sustainable Development Goals (SDGs) and the African Union’s Agenda 2063. Amid Africa’s decade of acceleration (2024–2033), such initiatives equip young people with the awareness, values, and practical skills to drive positive change—both locally and globally.

Students gained valuable insights into the strength of community-driven solutions, how individual efforts create real impact, the value of collaboration between students, communities, and the University and practical ways to advance the SDGs through everyday local actions.

Activities spanned environmental efforts, creative projects, and support for vulnerable groups. Highlights included river and beach clean-ups, tree planting with sustainability talks, painting playground equipment, packing food parcels, blanket and toiletry drives, sandwich-making, and fun challenges like “The Amazing Food Race.”

Here are some of the featured partnerships and activities:

Stellenbosch Campus Examples

• UNASA & Usiko – River clean-up behind Academia residence (Contact: Lilian Klaus, 071 068 2849)
• Helderberg Ocean Awareness Movement – Beach clean-up at Strand Beach (Contact: Lana Pretorius, 071 609 1120)
• Die Ark – Painting the jungle gym (Contact: Luca Jacques Bedeker, 063 697 1421)
• Idas Valley Primary – Tree planting and learner talks (Contact: Corne De Jonge, 060 973 6692)
• Eco Maties – Tree planting at Pieke residence (Contact: Tarah Waries, 073 806 8622)
• Rise Against Hunger – Packing food packages at Irene residence (Contact: Hannah Sieberhagen, 073 548 9144)

Tygerberg Campus Examples

• Tygerberg Pantry Project – “The Amazing Food Race” at Hippokrates (Contact: Gomolemo Nkgoedi, 078 023 4172)
• U-Turn – Sandwich drive at Huis Fransie Van Zyl (Contact: Jesse Prinsloo, 066 226 1111)
• KMC at Tygerberg Hospital – Blanket drive at Meerhof (Contact: Neena Crewe-Brown, 061 523 6680)
• Tygerberg Pantry Project & MES Parow – Toiletry drive and pet therapy at Osler (Contact: Madi Roux, 064 608 8629)

CASIT, together with the Centre for Student Life and Learning (Division of Student Affairs), continues to support students year-round in leading sustainable initiatives that benefit communities, partner organisations, and participants alike.

Become involved

Anyone wishing to support this initiative requiring more information can contact:

• Michelle Pietersen (CASIT Programme Manager): mpieters@sun.ac.za or 078 990 7981
• Aqeelah Hendrickse (Tygerberg Campus): 076 153 6203
• Mishael Jones (Student Coordinator): 068 079 6258

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IN A CITY RENOWNED FOR its cultural vitality and entrepreneurial spirit, the Cape Town Creative Academy (CTCA) has established a distinctive role in shaping the future of the creative industries. Since its founding in 2012, this private higher education institution has offered a forward-thinking alternative to conventional art and design schools, emphasising critical inquiry, professional preparedness and social responsibility.

The CTCA’s mission is clear: to equip students for meaningful careers in the creative economy that are locally and globally sustainable. At the core of its approach lies a belief in the transformative power of creativity, supported by academic rigour, industry mentorship and a caring ethos. It’s a place where ideas meet application, where curiosity is cultivated into competence and where the creative impulse finds its purpose.

A DISTINCTIVE MODEL OF CREATIVE EDUCATION
The CTCA offers four fully accredited Bachelor’s degrees in Contemporary Art, Communication Design, Interaction Design and Motion Design, as well as Honours programmes in Visual Communication and Contemporary Art. Each programme responds to the needs of South Africa’s dynamic creative sectors while encouraging interdisciplinary exploration, recognising that the professional world that graduates enter, seldom fits within the boundaries of a single discipline.y.

All students begin with a six-month foundation semester that builds creative confidence, technical fluency and professional awareness. The foundation’s diverse career-orientation component encourages students to explore different fields and modes of creating before choosing a specialisation, which enables them to make more intentional and informed decisions about their path forward. It’s a deliberate pause before the sprint: time to test, try, and discover strengths.

Courses such as Contextual Studies and Professional Practice foster critical awareness of how creative work operates within social, cultural and economic contexts. Electives expand technical proficiency across art, design, technology, and communication intersections. From creating prototypes of interactive experiences to crafting visual narratives and developing socially engaged art projects, students experience the breadth of creative practice and the ethical responsibility that accompanies cultural influence.

PREPARING GRADUATES FOR THE WORKING WORLD
The CTCA was founded in response to a key shortfall in traditional creative education: insufficient focus on career-readiness. It incorporates work-integrated learning, industry engagement, and real-world challenges across all programmes. Guest lectures become live briefs; critiques become client pitches; and research- based practices feed directly into community initiatives and industry collaborations. Students are equipped with both soft skills, like communication, collaboration, leadership and time management, and hard skills like financial literacy, basic accounting, contract negotiation and IP awareness. These are delivered through projects led by professionals from sectors such as law, HR, and finance, ensuring that graduates are agile, prepared, adaptable, and confident in their rights. The result is a graduate who understands not only how to create, but also how to sustain a practice and navigate the ethics and economics of the creative industries.
A standout feature is the final-year internship, which provides invaluable experience and frequently leads to employment. Alumni now work across South Africa and beyond in fields ranging from publishing and UX/UI to animation, filmmaking, academics, and contemporary art. In conversations with employers, CTCA graduates are consistently described as ‘studio-ready’; they arrive able to contribute from day one, but with the curiosity to keep learning.

“CTCA balances creative freedom with real-world skills, nurturing curiosity, resilience and professional confidence.” – Dr Francois Jonker, Academic Head & Co-founder.

A WORLD-CLASS CAMPUS IN A WORLD-CLASS CITY
Located in the V&A Waterfront, the CTCA offers students the rare opportunity to study in one of Cape Town’s most vibrant cultural districts. Adjacent to Zeitz MOCAA, the campus features state-of- the-art studios, fully equipped workshops, 24-hour security and immediate access to both creative and commercial hubs.

PROVEN EXCELLENCE
The CTCA continues to rank among the continent’s top creative institutions. In 2025, its students secured five Loeries Student Awards, including a silver and multiple bronzes across Publication Design and General Design, reinforcing the Academy’s consistent performance at the region’s premier awards.

At the 2024 Loeries Student Awards, the CTCA was placed second overall; all three top-ranked lecturers teach at the Academy, and the Best Student Award went to a CTCA student. Another major milestone was when a CTCA student was named ‘Student of the Year’ at the FM AdFocus Awards – the third consecutive win for the CTCA. These achievements point to a culture where staff excellence and student ambition reinforce one another.

In 2024, 25% of the CTCA’s Contemporary Art graduates held solo exhibitions in leading Cape Town venues. Among them, Guy Simpson, a BA graduate, won Best Booth at the 2025 RMB Latitudes Art Fair for his solo showcase, Running Parallel. Recognition like this reflects deep engagement with craft and concept and a professional understanding of audience, venue and narrative – capacities that the CTCA carefully cultivates.

TEACHING THAT CONNECTS THINKING WITH DOING
At the CTCA, teaching is a dialogue. Lecturers are practising artists, designers and researchers who bring the pulse of industry and the discipline of scholarship into the studio. Crit sessions are rigorous but generous; feedback is specific, actionable and oriented towards growth. ‘Make, test, reflect’ is a mantra that guides projects, encouraging students to move beyond initial ideas and embrace iteration as a creative superpower.

Crucially, learning is framed by values. Students examine the ethics of representation, the politics of image-making and the environmental implications of production. In Professional Practice, they navigate contracts, consider freelancer well-being and model sustainable work habits. In Contextual Studies, they connect local concerns and global conversations, building a critical lens that strengthens their creative voice.

INDUSTRY, COMMUNITY AND THE PUBLIC GOOD
The CTCA’s network of partners includes agencies, studios, galleries, and non-profits. Live projects and mentorships expose students to real briefs and real constraints, while community-centred initiatives ask students to apply their skills in ways that matter beyond the portfolio. The Academy believes the creative economy flourishes when it contributes to social cohesion, cultural memory and inclusive growth.

LEARNING TODAY, LEADING TOMORROW
The creative economy is evolving rapidly, shaped by AI, new forms of distribution, changing audience behaviour and the urgent demands of social and environmental justice. The CTCA is meeting this future with curiosity and resolve. Programmes evolve in dialogue with industry and community partners.

Visit ctca.co.za to learn more.

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It has been six months since Prof. Ramjugernath was appointed as Vice-Chancellor and Rector of Stellenbosch University (SU) and he has wasted no time in reaching out to the university’s partners. Fresh off a visit to Australia, one of several destinations in an outreach strategy that has seen him engage over 3,500 stakeholders in multiple countries, he addressed private sector partners in Cape Town. Stellenbosch Visio was there to hear first-hand what the university’s leadership envisions for the future.

Prof. Ramjugernath revealed that the vision for 2040 is to make SU the number 1 tertiary institution in Africa for impact, not purely from an academic point of view, but in service to society. The university is already well on its way to reaching this goal. The recently published Times Higher Education World University Rankings for 2026 placed SU second in Africa for the fifth consecutive year and among the top 350 universities in the world overall.

The rankings evaluate universities across five areas: teaching, research environment, research quality, international outlook and industry, with SU particularly excelling in the last mentioned. In the past 10 years, the university has spun off 40 companies, playing a significant role in shaping the economy and the country’s future.

Appropriate then that Prof. Ramjugernath invited the private sector to collaborate. “This is a moment for co-creation,” he said, as he explained the opportunities for shared laboratories, data partnerships and research questions that tackle real-world challenges.

With the objective for the university to be strategic, sustainable and impactful, the 2040 vision addresses three key areas. First and foremost is academics and Prof. Ramjugernath reassured the audience that academic excellence remains front and centre.

In terms of teaching and learning, this equates to greater student success i.e. the percentage of students graduating and finding employment. SU is concentrating its efforts on holistic support to empower students and ensure graduates are engaged citizens. In the fields of research and innovation, the university is pursuing transdisciplinary initiatives, where academics co-create solutions with external partners.

The second focus area is partnerships and sustainability. Here, SU seeks to design partnerships that support its strategic direction and enable long-term sustainability across the financial, social and environmental spheres.

In the third area – people, culture and processes – the university seeks to create an enabling environment, so students and staff can focus on excellence. Ultimately, it is not about publishing the most research papers or having the most highly ranked professors, but about translating outputs into outcomes that serve society. Prof. Ramjugernath issued an invitation to industry to “turn ideas into initiatives and initiatives into impact”.

The Rector’s address was followed by a Q&A session where business leaders and invested parties could directly question him. Judging by the active participation of those present, his message struck a chord, which bodes well for Stellenbosch University’s objective of forming partnerships for impact. As the university’s alumni association puts it, “The future is built together.”

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In his inaugural address, Ramjugernath acknowledged the history and lineage of SU’s leadership, paid tribute to his family, and outlined eight strategic priorities for the years ahead. These include transformation, digital modernisation, internationalisation, academic excellence, wellbeing, and strengthening the University’s socio-economic impact. He emphasised that SU’s success will be measured not only in rankings, but in the difference it makes to surrounding communities, the region and the continent.

The ceremony was attended by dignitaries, Council members, staff, students and alumni, who offered their support and confidence in Ramjugernath’s leadership. Musical performances by SU students and the University Choir added a celebratory note to the proceedings, underscoring themes of unity and transformation.

Ramjugernath closed by calling on the SU community to “walk forward together in unity and courage,” signalling the start of a new chapter for one of Africa’s leading research universities.

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’N SKOOL WAT ná 150 jaar steeds in volle bloei staan, moet sterk wortels hê. En dit het die Hoër Meisieskool Bloemhof by uitstek. Van toe tot nou. Die skool is – soete vrugte! – einde 2024 as die héél beste kwintiel 5-skool in die land aangewys. Vanjaar breek daar ’n nuwe era vir Bloemhof aan. Skoolhoof Wilna van Heerden, geloof vir haar toewyding aan die kultuur van waardes en uitnemendheid wat sy daar staanplek gegee het, het einde verlede jaar afgetree. Haar opvolger, Maré Bosch, gaan, soos elke hoof voor haar, haar eie stempel op die skool afdruk. Om hulde te bring aan almal wat Bloemhof help uitbou het, het die skool ’n besonder mooi gedenkboek uitgegee. Bloemhof 150 jaar vang in woord en beeld vas hoe die nederige akkertjie ’n lushof geword het. Die uitgewers is Tip Africa Publishing, wat ook Stellenbosch Visio uitgee.

In die gedenkboek neem klasfoto’s uit ongeveer 1896 jou na matriekleerlinge met hul pofmoutabberds en perdebylyfies geskaar om die skoolhoof, en na ’n kookkunsklas van 1910 met leerlinge in vollengte wit voorskote by ’n houtstoof. Geplaas naas dié van huidige studente in hul mooi skooldrag agter rekenaars of in moderne koshuiskamers, word dit ’n visuele tydsreis, ook na leerlinge wat self baanbrekers geword het.

Die stigters, die waardige, bebaarde ds. JH Neethling en prof. NJ Hofmeyr, het met visie en regverdigheid ingesien ook die “bloemen” van die volk moet op die skoolbanke sit. Die beskawing van ’n volk berus immers by die vroue, eerder as by die mans, skryf prof. Hofmeyr met verblydende openhartigheid.

So gesê, so gedaan, en in Januarie 1875 meld die eerste studente, prim en proper in hul Victoriaanse kantkragies, hulle aan by die Girls Public School, gevestig in die ou Gimnasiumgebou in Dorpstraat. Voor hulle staan Miss Juliette Gilson, in Amerika vir hierdie skooltjie in Afrika gewerf. Ná haar volg nog vier Engelssprekende vroue as skoolhoofde: die Misses Carrie Ingraham, Etta Colby, Alicia Bleby, en ’n ene Miss Hannay.

Troebele oorlogstye lê voor toe Miss Lucie Joubert in 1897 die eerste Afrikaanse hoof word van die skool wat intussen tot Bloemhof herdoop is. Op een van die besonderse foto’s in die gedenkboek sit sy in haar kantoor in die Ryneveldstraatgebou wat die skool in 1907 betrek het, inkpotjie en vasie met blomme voor haar op die lessenaar, hekellappie op die plantstaander, alles fyn en vroulik. Maar haar houding en oogopslag sê hier is nie ’n vrou wat jy ligtelik durf opneem nie. Groot veranderinge vind tydens haar hoofskap van 25 jaar plaas. Denneoord Onderwyskollege word in 1920 as dogterinrigting geopen en voortaan sou Bloemhof nie meer onderwyseresse oplei nie. Net voor haar aftrede word Afrikaans in 1921 die skool se voertaal.

Diep Spore

Elke skoolhoof het deur die jare onuitwisbare spore nagelaat. Die knap en intellektuele May le Roux se taak was om Bloemhof volledig te verafrikaans en die skool deur die moeilike depressiejare te lei. Die jong Walla van der Walt wat in 1934 by haar oorneem, kry dit reg om die skool se goeie naam tot buite die landsgrense te laat weerklink. Sy spits haar op die breë opvoedingstaak toe, met praatjies deur kundiges oor wetenskap, musiek en kuns, en begin Bloemhof se indrukwekkende kunsversameling.

Louisa Swart wat Walla in 1955 opvolg, is eweneens ’n formidabele vrou. Sy dra haar deel by tot die beplanning en ingebruikneming van die nuwe skool in Krigeville, maak van die tuin ’n klein paradys en besiel leerlinge met haar botaniese kennis.

Elize Coetzee wat in 1964 skoolhoof word blaas nuwe energie in die skool wat die volgende jaar ’n eeu oud word. Sy voer nuwe skooldrag in, stel die huisstelsel in, is die besieling agter die Kersprogram in die Moederkerk en speel ’n groot rol in onderwysverenigings. Dit is ook weer ’n onstuimige tyd in die land se geskiedenis toe Louise Barrie in 1985 skoolhoof word – en ook die skool ervaar beroering. Die hele onderwysstelsel het op die drumpel van onomkeerbare verandering gestaan en in 1992 word Bloemhof vir alle rasse oopgestel.

Onder leiding van Sanette Nowers wat in 1994 skoolhoof word, betree die skool ’n belangrike tydvak.

Sanette is ’n opvoedkundige in elke vesel en hou Bloemhof op die voorpunt van prestasies op akademiese sowel as sport- en kultuurfront. Die leerdertal styg van net 189 tot 700 in die jaar toe sy aftree.

Wilna van Heerden se naam het in die dertig jaar dat sy by Bloemhof was (eers as adjunkhoof, sedert 2010 as hoof) sinoniem geword met Bloemhof. Sy bring nie net vernuwing nie, maar ook verdieping. Erkenning van Bloemhof as Skool van Uitnemendheid bly nie uit nie. Haar belangrikste bydrae beskou sy self as die omvorming van Bloemhof tot ’n waardesgedrewe skool.

Soveel van die duisende jong meisies wat as Bloemhof se “bloemen” die wêreld kon aandurf kan van die skool se invloed op hul lewens getuig.

Oudleerling Lisa Lubbe skryf uit die buiteland aan die huidige leerders: “Die manier van praat, doen, dink en probleemoplossing wat julle geleer word, is goed genoeg om julle na die toppunt te neem in enige posisie en op enige plek in die wêreld.” So was dit van Bloemhof se stigting af.

Voorlopers

Onder die voorlopers wat by Bloemhof op skool was, was vroue soos Lydia van Niekerk, die eerste vrou wat professor aan die Universiteit Stellenbosch (US) geword het, Lulu Latsky, die eerste vrou wat ’n doktorsgraad aan die US ontvang het, en Maria Fismer wat die eerste professor aan die US se musiekskool geword het. Hul invloed strek ook verder as Stellenbosch: Anna de Villiers is die eerste vrou in Suid-Afrika wat prinsipale word van ’n tersiêre instelling (Hugenote-Universiteitskollege) en Tobie Muller die eerste vroulike professor aan ’n mediese skool (Tuks). Onderskeidings bly nie uit nie: Malie Smuts word die eerste vrou wat Onderstepoort se Theilermedalje as topstudent ontvang en in 2009 word Esthea Kruger die eerste musiekstudent wat die US se Kanseliersmedalje wen.

Dis nie net in die akademie dat oud- Bloemhoffers uitblink nie. Marlene van Niekerk, wat ook die US se Kanseliersmedalje ontvang het, verwerf internasionale aansien as skrywer en digter. Die kunstenaar Marlene Dumas verwerf wêreldroem. Een van haar kunswerke is in Mei vanjaar vir $13,6 miljoen (rofweg R246 miljoen) verkoop. Dit is ’n nuwe rekord vir ’n lewende vroulike kunstenaar. Ook op sportgebied ding Bloemhoffers met groot sukses mee en verwerf kleure op provinsiale, nasionale en internasionale vlak. Mari Rabie behaal ’n uitsonderlike prestasie. Sy is ’n Rhodesbeurshouer én neem by twee Olimpiese Speles (2008 en 2016) aan driekamp deel. By die 2024-Olimpiese Spele in Parys is daar nie minder nie as twee Bloemhoffers betrokke: driekampatleet Vicky van der Merwe en hokkieskeidsregter Wanri Venter.

Maar Bloemhof is soveel meer as sy uitblinkers; dit is ’n lewende monument vir elkeen wat die waarde van uitnemende onderwys uitgeleef het en steeds nastreef.

Van die Ou Skool…

Van die geboue waar die eerste geslagte Bloemhoffers skoolgegaan het, het behoue gebly as deel van Stellenbosch se argitektoniese erfenis. Die mooi klein Victoriaanse gebou, die Stellenbosch

Gimnasium, Dorpstraat 120, waar die eerste skool gevestig is, staan steeds trots sy plek naas ander historiese geboue vol. Die tweede skool in Kerkstraat, ’n dubbelverdieping- Kaaps-Georgiaanse gebou is ongelukkig gesloop, maar die derde skool, die treffende gebou in die Vlaamse Renaissance-styl in Ryneveldstraat, huisves nou die Stellenbosch Universiteitsmuseum.

Bloemhof 150 Jaar-Gedenkboek

Die Bloemhof 150 jaar-gedenkboek is op 11 Maart vanjaar in die ou Bloemhofskool in Ryneveldstraat bekendgestel. Die boek, saamgestel en uitgegee deur Tip Africa Publishing, bied ’n treffende blik op die skool se geskiedenis, geslagte van oud-Bloemhoffers en prestasies oor die afgelope 15 dekades. Dié glansboek is teen R750 te koop. Klik hier vir die bestelvorm van dié besondere gedenkboek.

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A quiet revolution has been unfolding on the Stellenbosch University (SU) campus. Not in lecture halls or leafy courtyards, but inside glass-walled co-working spaces and labs, where students, researchers and entrepreneurs build companies from scratch. One of them is Este Burger.

An electronic engineer with a Master’s degree in biomedical engineering, Este is the CEO of Biocode, a health-tech startup developing diagnostic tools that detect hidden vascular damage. The company was founded by Professors Resia Pretorius, Anna-Mart Engelbrecht and Willie Perold and is based on research conducted at SU.

Este is part of a new generation of academic entrepreneurs who are turning research into real-world impact. Her journey began not in a traditional lab, but at LaunchLab, SU’s business incubation hub.

“I was shifting from research into entrepreneurship and it was all very new to me,” she says. “I had passion but little business experience.

LaunchLab gave me structure: workshops, mentoring, bootcamps. It rewired my brain towards business thinking.”

Today, Biocode’s pioneering micro-clot test (discovered in Resia’s blood lab and patented by SU) is licensed to laboratories in the United States, Switzerland and Germany.

Originally developed in response to Long Covid, the test detects tiny blood clots – emerging biomarkers of vascular damage and chronic inflammation – that are often missed by traditional tests. As research deepens, its potential applications are widening to include a growing list of chronic conditions, from cardio-vascular disease to cancer.

Earlier this year, Biocode took another leap forward with access to LaunchLab Ceribio, a specialised biotech laboratory and extension of LaunchLab’s services. “The new lab gives us the advanced facilities we need to scale up and develop new products,” says Este. “It enables a total commercial mindset. It’s a game-changer for our growth.”

A DECADE OF IMPACT

Este, as the CEO of Biocode, is one of dozens of SU students, staff and alumni who have launched companies through LaunchLab, the university’s award-winning business incubator.

Over the past decade, LaunchLab has helped nurture more than 250 startups – ventures that have collectively raised over R800 million in investment and now generate more than R1billion in annual revenue. Among these is CubeSpace, a space-tech company transforming the global satellite industry, and a frontrunner to becoming Africa’s first university spinout unicorn (a startup valued at more than US$1 billion).

“Our job is to nurture startups from the first spark of an idea through to investment and growth,” says Brandon Paschal, deputy director of Spinout Companies and Funds, who heads up LaunchLab. What began as a student pitch competition in 2011 has since grown into Africa’s leading university incubator, recognised twice by UBI Global.

“It started with a simple idea,” says Brandon, who joined LaunchLab in 2015. “Back in 2011, the university threw together a lunchtime pitch competition at the Neelsie – just to see what would happen. We had little entrepreneurial focus on campus, so the thinking was: let’s go to grassroots level and see what’s out there. The volume and quality of ideas made us realise: there’s something here.”

That seed grew quickly. Within two years, LaunchLab had evolved into a structured support ecosystem. By 2013 it was formally established, operating from a 400 m2 basement under the Admin A building.

“We were right next to the Rooiplein, bang in the middle of campus. We had this small sign on the door and people started walking in. The guys from Freedom of Movement, just graduated, were some of the first. Soon researchers joined. Ideas were turning into businesses. Interest and excitement were building. A movement was waking up.”

Two years later, LaunchLab and six startups moved into a revamped 1200m2 warehouse near the Facilities Management Building and, within four months, the space was buzzing with founders, mentors and hot-desk energy.

“Today we support three types of entrepreneurs,” Brandon says. “University spinouts where SU holds equity, student-founded startups based on original ideas, and external entrepreneurs who want to embed in the LaunchLab ecosystem.” Over time the community has expanded to include high-growth ventures like Spatialedge, ButtaNutt and MellowVans in addition to spinout companies like CubeSpace, Biocode and Fluorobiotech – entrepreneurs drawn to the culture, connections and credibility the space offers.

In parallel, LaunchLab has partnered with corporates such as Nedbank, Santam, Mercedes-Benz and MultiChoice to run 11 innovation challenges, offering students and founders exposure to real-world problems and market opportunities.

“Our programmes range from student idea accelerators to spinout support and fund management. Our model is sector-agnostic, but tuned to help university-born ventures thrive, especially in complex fields like agri-, health- and green-tech,” Brandon says.

THE BIGGER PICTURE: INNOVATION AT SU

Anita Nel, chief director of Innovation and Commercialisation, says LaunchLab is an essential piece of the university’s innovation puzzle. It operates under Innovus, the technology transfer and commercialisation office. Innovus manages the continent’s largest university-owned IP portfolio and plays a strategic role in helping research escape the lab and reach the market.

“Having a fully fledged incubator on campus changes everything,” says Anita. “You can’t really commercialise university research without infrastructure that supports early-stage ventures. LaunchLab provides that: not just office space, but legal scaffolding, mentorship, funder networks and a dynamic community.”

It’s a model that’s working. Between 2011 and 2015, Innovus averaged just one spinout a year. But with LaunchLab fully operational, that number quickly jumped to four to six annually. Today, Innovus holds equity in 37 spinout companies – 10 of them in biotech, with more in the pipeline.

BIOTECH TAKES ROOT

 

The newest addition to the ecosystem is LaunchLab Ceribio, a specialised laboratory that supports the university’s growing cohort of science-based startups. As more ventures emerge in fields like diagnostics, agri-biotech and health-tech, the demand for top-tier lab space and tailored incubation support has surged. Ceribio fills that gap, offering the critical infrastructure young biotech companies need to move from research to real-world application. Biocode is among its first tenants, alongside deep science startups Fluorobiotech and PhagoFlux.

“We have an incredible foundation for research at SU, but we lack biotech laboratory incubators that can convert our world-class research into products,” says Prof. Tulio de Oliveira, director of the Centre for Epidemic Response and Innovation (Ceri).

Tulio, who played a key role in identifying the Beta and Omicron variants of SARS-CoV-2, believes facilities like Ceribio are vital to Africa’s future.

“If the Covid-19 pandemic taught us anything, it is that we can’t rely on imported solutions. We led the world in the discovery of variants, but we were at the back of the queue to access vaccines and medicine. That is one of the reasons we are investing in this lab – to position South Africa as a global leader in the production of biotechnology products that save lives.”

LOOKING AHEAD: BEYOND THE LAB

For Anita and her team, the opening of Ceribio is the pinnacle of LaunchLab’s first decade – but also just the beginning. Plans are under way to expand the model at The Bridge, a future smart-city development outside Stellenbosch. The vision is ambitious: to build a world-class biotech and deep-tech hub that sparks innovation not just in South Africa, but across the continent.

“We want every student and researcher with a transformative idea to know: if you want to turn it into real-world impact, this is the place to do it,” says Anita. “We’re building a blueprint for Africa’s knowledge economy – and we’re only getting started.”

It’s a quiet revolution – but its momentum is undeniable.

WHY BIOTECH BELONGS IN STELLENBOSCH

When Prof. Tulio de Oliveira speaks about the future of biotechnology in South Africa, he doesn’t hedge. “Stellenbosch is the one place where this can really happen,” he says. “We have a world- class university, a well-run city, access to investors and an entrepreneurial culture. It’s the perfect place to grow a biotech industry for Africa.”

Tulio is no stranger to high-stakes science. A globally respected bioinformatician and virologist, he played a central role in South Africa’s genomic surveillance efforts during Covid-19. His team at Ceri (the Centre for Epidemic Response and Innovation) was among the first in the world to detect and sequence new variants of the SARS-CoV-2 virus, placing South Africa in the top three globally for genomic surveillance.

“The world was surprised,” he says. “They didn’t know we had this level of scientific capacity.”

But while South Africa led the world in basic medical science during the pandemic, it lagged behind in turning that knowledge into solutions. “We were the fastest to identify variants, but we didn’t produce the diagnostics, therapeutics or vaccines. We were at the back of the queue when it came to accessing vaccines. That exposed a major gap – the need for investment in translational science.”

Translational science is the bridge between academic discovery and real- world application. And closing that gap is exactly what LaunchLab Ceribio, Stellenbosch University’s new biotech incubator, is designed to do.

Launched this year as an extension of LaunchLab’s innovation ecosystem, Ceribio provides biotech entrepreneurs with access to an industry-grade lab environment. It’s not just a workspace – it’s a crucial missing link. “You can’t commercialise biotech in an academic lab,” Tulio says. “You need advanced Good Laboratory Practice facilities, compliance systems and a culture of deep scientific collaboration to turn discoveries into products that can enter the market.”

Ceribio is already at capacity, with four startups operating out of the facility.
One of them, Fluorobiotech, has received more than R15 million in investment from Ceri to begin local production of enzymes for genomics and vaccine development. “This shows how hungry the sector is for space and support,” says Tulio. “We’re already planning an expansion and, after that, phase 2.”

Phase 2 will be housed at The Bridge, a smart-city development between Stellenbosch and Paarl. The vision is to establish a campus of industrial-grade biotech labs and incubators compliant with international ISO standards. It will be the first facility of its kind on the continent and Ceri is looking for collaborative partners to help realise that goal.

For Tulio, this is not just about scientific advancement – it’s also about economic transformation.

“Biotech can create multibillion-dollar industries. Globally, it’s a high-risk, high-reward sector, but when it works, it changes everything. Biotech is only deeply developed in a handful of hubs, like Boston and San Diego in the USA, where ecosystems formed around MIT and Harvard. Stellenbosch could be that for Africa.”

He also believes Ceribio can play a role in reshaping how young scientists see their future. “We want to show students that when you study science, you’re not just training for academia.

You’re building the foundations to start companies, create jobs and solve real problems.”

It’s a bold vision, but one already in motion. And if Tulio is right, the next generation of biotech breakthroughs won’t just be made in South Africa – they’ll be built, scaled and exported from Stellenbosch.

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Deresh Ramjugernath is a man freighted with a staggering tower of academic publications, glossed by thousands of citations. Lately, he has added to that bounty his roles in university management. Yet, surprisingly, the new rector and vice-chancellor of Stellenbosch University (SU) has the air of a steely Peter Pan about him.

“I wasn’t academically inclined in my younger years. Especially in primary school, I was more sports-oriented,” Deresh says.

By now, he’s a veteran of many new-kid-on-the-block interviews. Before him, there has been only one person of colour in a seat that, it seems, is getting hotter by the year. Perhaps more profoundly, he is the first incumbent who doesn’t speak Afrikaans as a first language, although he understands it perfectly and can hold his own.

“In high school,” he continues, “with the right kind of teachers and influences, things came together. My parents played an important role. I started seeing the importance of academics.”

Yet, even as an engineering undergraduate at the erstwhile University of Natal, Deresh was not starry-eyed about becoming an academic. The Damascus moment came one afternoon, in a laboratory.

“I was demonstrating a practical. Johann Raal, one of the professors responsible for that module, stood alongside me. He said: ‘I can see you have potential. You could become a good researcher. Have you thought of postgraduate studies?’”

Dr Raal was on the cusp of retirement. “There was no-one to teach a module in thermodynamics. I wanted to earn extra money. I landed up in front of a classroom.”

Thus, Deresh’s conversion to academia happened through chance and circumstance. “I’ve had many mentors in my career. One of the most instrumental was Raal. Interestingly, he grew up in Stellenbosch. The family moved north and he studied at the University of Pretoria. He moved to Canada, living there for 30 years. Yet, he was drawn back to South Africa.”

Within the SU fold, over and above his predecessor Wim de Villiers, the two other living ex-rectors – Andreas van Wyk and Chris Brink – have offered mentorship. “They’ve been very supportive. I’ve leaned on both.”

STUDENT SUCCESS

Whatever wisdom he’s gleaned from his predecessors, after four years as the deputy vice-chancellor: learning and teaching, Deresh is tackling the rectorship with aspirations for SU of his own.

“The first is for academic excellence. Ultimately, that is the main project of the institution. From a teaching and learning perspective, the highest priority for a university should be student success and the employability of graduates.

“Student success refers to the efficiency with which students are educated. That entails pass and drop-out rates. Important, too, is equitable student success. For some time, SU has, on aggregate, had a high student-success rate. But, when broken down according to demographics, significant differences emerge. We’re working toward providing holistic wrap-around support for all students. Students don’t struggle just because they’re from disadvantaged backgrounds; those from advantaged backgrounds also struggle.”

“I’VE ALWAYS BEEN DRIVEN BY THE IMPACT THAT I CAN HAVE TO BETTER THOSE AROUND ME, NOW ON A MUCH LARGER SCALE.”

Deresh speaks with the conviction of the convert: “The second goal is our people, our culture, and our processes: we need to create a more humanising, enabling culture in the institution. We need a strong focus on people – not only staff and students, but stakeholders, broadly considered, as well.”

He interrupts his own formidable flow: “I’ve seen we’re challenged by this. We need to ask how to bring people together, how to create cohesion and unity.

“Why do some of our students have these lived experiences? It doesn’t mean people intentionally exclude others, but there’s a certain way things are done here. I always say transformation is broader than just demographics, than just race.

“If you want to be a world-class teaching and learning institution, it’s also about relationships and the emotional intelligence with which you treat students. You can’t be a professor in front of a classroom, believing you can do as you please. We’re pushing to become a student-centred organisation, moving away from the old parent-child relationship to considering what our students’ expectations are.”
Gently, Deresh’s tone intensifies:

“Stellenbosch’s mindset is that the university is brilliant at everything it does. That brings about complacency. If you believe you’re the best, you don’t have room for improvement. Such complacency can be dangerous.

This has played out in student spaces. At a different time in history, certain traditions and practices would have been acceptable. But today they are out of place. There is a strong sense that, because this is how we used to do it, it is the best way to do it. There’s no need to evolve. That’s what happened in some of these incidents that took place in the residences. That’s one of our challenges: how do we shift the mindset?”

PARTNERSHIPS

The third tenet of Deresh’s plan for SU is partnerships and sustainability.

“How do we become a really engaged institution, not just through research partnerships, but also through partnerships with government, with industry, the private sector, and civil society? How do we – in an inter- or transdisciplinary way – advance academic excellence?

“My predecessor focused on donor and philanthropic funding. He was very successful: just over R3 billion raised from those sources over his decade in office. I’m pushing that we increase our third-stream funding, which is research and contract-grants funding, and fifth-stream funding, which is using assets, exploiting infrastructure to generate revenue. At the moment, fourth-stream income is approximately R400 million per annum; fifth-stream income is approximately R300 million per annum. We will aim to raise R3 billion to R4 billion cumulatively per annum from third-, fourth- and fifth-stream income. Then, we will be less reliant on the volatility of the subsidy model.”

In a quieter, reflective tone, Deresh adds: “It’s about creating an institution where the human elements advance both the institution itself and the goal of academic excellence.”

Arriving in Stellenbosch as an inkommer poses a particular human challenge, perhaps worthy of its own lemma in the Woordeboek van die Afrikaanse Taal.

“It can be a bit of a culture shock,” Deresh says apologetically. “But, perhaps it wasn’t so drastic for me because I’ve lived and worked outside South Africa, in places not as cosmopolitan as Durban.

“My wife, Prathieka, [Prof. Prathieka Naidoo] a woman in engineering, has had the challenge of fitting into a predominantly male environment.

“Also,” he says, his mouth curling into a smile, “as the spouse of an executive, this also makes life more difficult. For our three daughters, though, it’s been different. At first, they complained about the new environment. But they went to Rhenish and, a week later, everything was perfect. They made friends and integrated. Now, if we go to Durban to visit family, they say: ‘Go without us.’”

At the previous Diwali, Deresh received an invite from a Hindu student organisation, which now exists at SU.

“It’s still quite small, but I was pleasantly surprised to find many students there from different backgrounds and cultures. I can see a shift in the institution.”
When not in his office on Victoria Street, Deresh enjoys “watching sport, walking and hiking; binge-watching movies and TV, especially documentaries. Those things de-stress me.”

But quickly he returns to the high-mindedness that has made him, a buitestander, the thirteenth SU rector.

“I’ve always been driven by the impact that I can have to better those around me, now on a much larger scale than I could as an academic. “But, yes, I miss the laboratory. I miss working with students on a project or writing a paper.”

EIGHT THINGS YOU (PROBABLY) DIDN’T KNOW ABOUT PROF. DERESH RAMJUGERNATH

• His name means “one who is well-behaved” or “a follower of the right path” in Hindi.
• He used to race cars and still considers himself something of a petrolhead (or car enthusiast, if you prefer a gentler term).
• His playlist, when he guested on SU’s student radio station MFM, included Andrea Bocelli, Bryan Adams – and the Songbird Supreme herself, Mariah Carey.
• His favourite book is Team of Rivals: The Political Genius of Abraham Lincoln by Doris Kearns Goodwin, also a favourite of Barack Obama.
• His all-time favourite movie? Gladiator (2000), directed by Ridley Scott.
• He’s a fan of Mediterranean, especially Greek, cuisine.
• He reckons he has a dry sense of humour and a soft spot for British comedy.
• Of all the cities in the world, Paris is his favourite.

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