2024 GBV Report

STOP GBV

2024 Annual Institutional Gender-Based Violence Report

Annual Institutional Gender-Based Violence Report 2024

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Contents FOREWORD BY THE VICE-CHANCELLOR: PROF CHRIS NHLAPO

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ACRONYMS

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SECTION 1. INTRODUCTION

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SECTION 2: KEY INSTITUTIONAL STRATEGIC PARTNERSHIP SUPPORTING THE IMPLEMENTATION OF THE FIGHT AGAINST GENDER-BASED VIOLENCE (GBV) AT CPUT

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2.1. CPUT’S PARTNERSHIP WITH THE SEXUAL OFFENCES COMMUNITY AFFAIRS OF THE NATIONAL PROSECUTING AUTHORITY

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2.2. CPUT’S PARTNERSHIP WITH THE FAMILY VIOLENCE, CHILD PROTECTION AND SEXUAL OFFENCES (FCS) UNIT

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2.3. SAPS FAMILY VIOLENCE, CHILD PROTECTION AND SEXUAL OFFENCES UNITS (FCS) SUPPORTING CPUT IN WESTERN CAPE

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2.4. OTHER KEY STAKEHOLDERS THAT PROVIDE GBV INTERVENTION PROGRAMMES TO STUDENTS

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SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

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3.1. PILLAR 1: ACCOUNTABILITY, COORDINATION AND LEADERSHIP

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3.1.1. Key highlights

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3.1.1.1. The GBV accountability at CPUT

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3.1.1.2. Position Paper GBV related matters

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3.1.1.3. Addressing GBV in Higher Education: Challenges, Solutions, and Institutional Responses

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3.1.2. Proposed CPUT Action Plans to Address Sexual and Gender-Based Violence (SGBV)

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3.1.2.1. Overall, Action Plan for Pillar 1

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3.1.2.2. Strengthening Institutional Frameworks

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3.1.2.3. Prevention and Awareness Strategies

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3.1.2.4. Accountability and Enforcement Measures

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3.1.2.5. Education, Training and Capacity Building 10 3.1.2.6. Gender Mainstreaming for Sustainable Equality 10 3.2. PILLAR 2: PREVENTION AND REBUILDING SOCIAL COHESION

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3.2.1. Key outcomes for Pillar 2 10 3.2.2. Key highlights for the year under review emanating from the Institutional Transformation Forum 11 3.2.3. Possible Action Items 16 3.3. PILLAR 3: JUSTICE, SAFETY AND PROTECTION

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3.3.1. CPUT GBV Statistics Report – 2024: Analysing Systemic Challenges and Institutional Response 16 3.4. PILLAR 4: RESPONSE, CARE, SUPPORT AND HEALING

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3.4.1. The overall focus of Pillar 4 is threefold: 18 3.4.2. Division of Student Affairs (DSA) 18 3.4.3. Departments of Student Counselling 19 3.4.4. Campus Health Clinic (transiting to Department of Student Health and Wellness) (including HIV/Aids Unit) 19 3.4.5. Disability Unit (transiting to Department of Inclusivity and Disability Support) 20 3.4.6. Sports, Arts and Culture (SAC) 20

Annual Institutional Gender-Based Violence Report 2024

3.4.7. Key events organised by the Division of Student Affairs 21 3.4.8. Collaborative Student Affairs Projects 21 3.4.9. Human Capital (HC) GBV Cases and Training Initiatives 23 3.5. PILLAR 5: ECONOMIC EMPOWERMENT

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3.5.1. Key outcomes include the following: 24 3.5.2. Financial support to economically disadvantaged students 24 3.5.3. Debt relief and missing middle 25 3.5.4. Vice-Chancellors Prestigious Achievers Award 25 3.5.5. MFF Brian Figaji Scholarship 26 3.5.6. WIL and Internship 26 3.5.7. STEM and digital literacy community engagement 26 3.5.8. SAP training 27 3.5.9. Graduation and Certification 28 3.5.10. Women’s Day celebrations at FID and FBMS 28 3.5.11. Lecturer Development 28 3.5.12. Planned activities 28 3.6. PILLAR 6: RESEARCH AND INFORMATION MANAGEMENT SYSTEMS

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3.6.1. Key outcomes include: 29 3.6.2. Commitment to Advancing GBV Research and Institutional Response: 29 3.6.3. Advancing GBV Research, Institutional Response, and Collaborative Engagements 29 3.6.4. Introducing Gender-Based Violence Information Management Systems (GBVIMS) 30 3.6.5. Developing a CPUT GBV Information Management System 31 3.6.6. GBV Management Information Systems Project 31 3.6.7. Areas to be addressed through the Survey and Round-table discussion based on the Logic 35 3.6.8. GBV Survey 37 3.6.9. Next Steps 26 SECTION 4: Recommendations and Conclusion

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4.1. RECOMMENDATIONS

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4.1.1. Institutionalise GBV Prevention and Response Mechanisms 38 4.1.2. Strengthen the Role of the Institutional Gender-Based Violence Committee (IGBVC) 38 4.1.3. Enhance Data Collection and Reporting Systems 38 4.1.4. Expand Survivor-Centred Support Services 38 4.1.5. Drive Awareness and Engagement Through Education 38 4.2. ACTION ITEMS

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4.3. CONCLUSION

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ADDENDA

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Addendum 1: CPUT’s linkages with Thuthuzela Care Centres 2024/25

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Addendum 2: SAPS Family Violence, Child Protection and Sexual Offences Units (FCS) units supporting CPUT in Western Cape

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Addendum 3: Other Key Stakeholders that provide GBV intervention programmes to students

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REFERENCES

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Annual Institutional Gender-Based Violence Report 2024

Foreword by the Vice-Chancellor: Prof Chris Nhlapo The 2024 Institutional Gender-Based Violence (GBV) Report marks the third stand-alone consolidated report at the Cape Peninsula University of Technology (CPUT) since the promulgation of the National Strategic Plan on Gender-Based Violence and Femicide (NSP-GBVF, 2020-2030). This report is a testament to our ongoing commitment to addressing GBV through a multi-dimensional and evidence-based approach, aligning with the Policy Framework to Address GBV in the Post-School Education and Training System (DHET, 2020). As a public institution, we recognise that universities serve as both sites of knowledge production and social transformation, requiring us to proactively engage in efforts that not only raise awareness but also actively prevent and respond to GBV in a systematic and institutionalised manner.

CPUT has strategically positioned the elimination of GBV as a core component of it’s broader transformation agenda, embedding it within the One Smart Vision 2030 Strategy under the guiding principles of “Oneness” and “Smartness.”

Our institutional values of Ubuntu (Human Centricity), Ubunye (Oneness/Unity), and Ukungafani (Diversity) provide the ethical foundation upon which our GBV interventions are built. Through this commitment, we have adopted a zerotolerance approach to GBV, localised through the six pillars of the NSP-GBVF to ensure a participatory, inclusive, and engagement-driven response. Evidence highlights that institutions of higher learning that incorporate comprehensive, integrated GBV strategies are more effective in fostering a safe, violence-free environment conducive to learning, teaching, and research.

In 2024, CPUT made significant strides in deepening institutional accountability and leadership in addressing GBV. The Institutional Gender-Based Violence Committee (IGBVC), which I chair alongside my Executive Team, has strengthened governance structures. This multi-sectoral coordination facilitates comprehensive reporting, reliable data management, and an enhanced institutional culture of participation, engagement, and accountability.

Key initiatives undertaken in 2024 include: • Strengthening partnerships with external stakeholders such as the Western Cape Sexual Offences and Community Affairs Unit of the National Prosecuting Authority (NPA) and the South African Police Service’s Family Violence, Child Protection, and Sexual Offences Unit.

• Expansion of GBV awareness campaigns, including campus-wide messaging and the integration of GBV education into foundational modules in some faculties namely: Faculty of Business Management Sciences; Faculty of Health and Wellness Sciences; Faculty of Informatics and Design; and Faculty of Education.

• Enhancing survivor support services through strengthened referral pathways to Thuthuzela Care Centres and other support structures.

• Addressing GBV-related grievances and holding alleged perpetrators accountable while ensuring due process and fairness.

• Advancing research and information management on GBV trends and response effectiveness to inform policy and institutional decision-making.

Despite these advancements, challenges persist, including underreporting of GBV incidents due to stigma and fear of reprisal, resource constraints in fully implementing interventions, and the need for continuous stakeholder engagement to drive institutional cultural change. To overcome these barriers, CPUT remains committed to refining its strategies, enhancing training initiatives, expanding collaborative networks, and securing the necessary resources to sustain a comprehensive and impactful GBV response.

This report serves as a reflection of our progress and a reaffirmation of our unwavering stance against GBV. It is through collective responsibility, strong leadership, and continued advocacy that we will create a university environment where all members of our community feel safe, respected, and empowered.

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Annual Institutional Gender-Based Violence Report 2024

Acronyms/Abbreviations CDSIC

Centre for Diversity, Inclusivity and Social Change

IGBVC

Institutional Gender-Based Violence Committee

CE & WIL

Community Engagement and Work Integrated Learning

ITF

Institutional Transformation Forum

LGBTIQA+

CPPD

Centre for Professional and Personal Development

Lesbians, Gays, Bisexual, Transgender, Intersex, Queer, Asexual plus

M&E

Monitoring and Evaluation

CPS

Campus Protection Services

MCD

CPUT

Cape Peninsula University of Technology

Marketing and Communication Division

NDP

National Development Plan

CTHS

Cape Town Hotel School

NPA

National Prosecuting Authority

DHET

Department of Higher Education and Training

NSP-GBVF

National Strategic Plan on GenderBased Violence and Femicide

DSA

Division of Student Affairs

OVC

Office of the Vice-Chancellor

DU

Disability Unit

QMPS

DVC

Deputy Vice Chancellor

Quality Management and Performance Standards

ED

Executive Director

RTIP

EM

Executive Management

Research, Technology, Innovation and Partnerships

FBMS

Faculty of Business and Management Sciences

SAC

Sports, Arts and Culture

SAPS

South African Police Services

SDG

Sustainable Development Goals

SGBV

Sexual and Gender-Based Violence

SOCA

Sexual Offences and Community Affairs

SRC

Student Representative Council

STEAMI

Science, Technology, Engineering, Arts, Mathematics and Innovations

FCS

Family Violence, Child Protection and Sexual Offences

FEBE

Faculty of Engineering and the Built Environment

FID

Faculty of Informatics and Design

FYE

First-Year Experience

GBV

Gender-Based Violence

GBVIMS

Gender-Based Violence Information Management System

STEM

Science, Technology, Engineering, Mathematics

HC

Human Capital

STIs

Sexually Transmitted Infections

HEI

Higher Education Institutions

TCCs

Thuthuzela Care Centres

HERS-SA

Higher Education Resource Services South Africa

UCT

University of Cape Town

VC

Vice-Chancellor

ICTS

Information and Communication Technology Services

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SECTION 1

Introduction The Institutional Gender-Based Violence Committee (IGBVC) at the Cape Peninsula University of Technology (CPUT) remains at the forefront of institutional efforts to combat Gender-Based Violence (GBV) through strategic leadership, accountability, and coordinated action. This annual report provides a comprehensive reflection on the progress made in 2024, outlining the initiatives, challenges, and milestones achieved in addressing GBV across the university.

Guided by the Department of Higher Education and Training’s (DHET) Policy Framework on addressing GBV in the Post-School Education and Training System (2020), CPUT continues to implement a zero-tolerance approach to GBV. The IGBVC plays a critical role in localising the national GBV Strategic Plan within the university’s Vision 2030 framework, ensuring that policies, interventions, and reporting structures align with the institutional commitment to gender equality and social justice.

Key highlights of this report include: • Institutional Accountability and Leadership: Strengthening high-level governance structures and integrating GBV response mechanisms across faculties, departments, and student governance.

• Capacity Building and Training: Expanding GBV awareness and prevention programmes, including management-led training and staff-student engagement initiatives.

• Comprehensive GBV Reporting Mechanisms: Coordinating GBV-related data collection and analysis through the Institutional Transformation Forum (ITF) and the IGBVC’s structured reporting system, aligned with the six pillars of the national GBV Policy Framework.

As CPUT continues to advance its commitment to a safer, more inclusive environment, this report serves as a reflection on the progress made and a roadmap for future interventions. Through collective action, leadership accountability, and policy-driven initiatives, the university remains resolute in its mission to eliminate GBV in all its forms.

1.1. Methodology This report provides a consolidated overview based on the quarterly submissions received in 2024 from the IGBVC’s six pillars, namely: • Pillar 1: Accountability, Coordination and Leadership • Pillar 2: Prevention and Rebuilding Social Cohesion • Pillar 3: Justice, Safety and Protection • Pillar 4: Response, Care, Support and Healing • Pillar 5: Economic Empowerment • Pillar 6: Research and Information Management The 2024 Institutional GBV Report outlines how CPUT responds to South Africa’s socio-economic challenges, in alignment with national imperatives such as the National Development Plan (NDP), the White Paper for Post-School Education and Training, and the National Strategic Plan on Gender-Based Violence and Femicide (NSP-GBVF). It also reflects the Department of Higher Education and Training’s (DHET) Policy Framework on addressing GBV in the PostSchool Education and Training System (2020), emphasising engaged teaching, impactful research, staff and studentcentred development, and fostering an inclusive institutional culture.

SECTION 2: KEY INSTITUTIONAL STRATEGIC PARTNERSHIP SUPPORTING THE IMPLEMENTATION OF THE FIGHT AGAINST GBV AT CPUT

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SECTION 2

Key institutional strategic partnership supporting the implementation of the fight against GBV at CPUT CPUT has strengthened its commitment to eradicating GBV through a strategic partnership with various organisations, while some provide sporadic support to the university. The four primary partners include Rape Crisis, Thuthuzela Care Centres, SAPS: Family Violence, Child Protection and Sexual Offences Unit, the National Prosecuting Authority (NPA), and the Sexual Offences and Community Affairs (SOCA) Unit.

The following key strategic partnerships support the implementation of the fight against GBV across the university.

2.1. Sexual Offences Community Affairs of the National Prosecuting Authority The Sexual Offences and Community Affairs (SOCA) Unit, a division under the Special Director of Public Prosecutions within the National Prosecuting Authority (NPA), plays a pivotal role in addressing GBV by advancing prosecution strategies for sexual offences, domestic violence, and related crimes, while also driving research, training, and community awareness initiatives.

This collaboration is focused on key areas aimed at enhancing CPUT’s institutional response to GBV, including: • GBV Training Implementation: Rolling out comprehensive GBV training programmes for the university Campus Protection Services (CPS) Staff, Residence Coordinators to build awareness, equip stakeholders with knowledge, and strengthen preventative measures.

• GBV Reporting Procedures: Establishing clear, accessible, and survivor-centred GBV reporting mechanisms to ensure accountability and support for affected individuals.

• Policy Development: The development of the Sexual and Gender-Based Violence (SGBV) policy by integrating the Sexual Harassment Policy and the GBV Policy, this work in progress as policy consultations with relevant structures are underway.

Through this partnership, CPUT continues to reinforce its zero-tolerance stance on GBV by fostering a culture of accountability, education, and support in alignment with national and institutional frameworks.

2.2. Family Violence, Child Protection and Sexual Offences (FCS) Unit CPUT has established a crucial partnership with the Family Violence, Child Protection, and Sexual Offences (FCS) Unit of the South African Police Services (SAPS) to strengthen its institutional response to GBV. The FCS Unit plays a pivotal role in preventing and investigating GBV-related crimes while ensuring that survivors of rape, domestic violence, and other serious offences receive professional support without experiencing secondary victimisation.

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This partnership reflects CPUT’s ongoing commitment to a zero-tolerance approach to GBV by ensuring survivorcentred support, strengthening institutional reporting mechanisms, and enhancing accountability through law enforcement collaboration.

2.3. SAPS Family Violence, Child Protection and Sexual Offences Units (FCS) units supporting CPUT in Western Cape Campus

Serving area (SAPS)

Station commander contact number

Station contact details

Email address

Address

Bellville

Bellville South

082 778 7004

021 950 1306

Bellvillesouth.sc@ saps.gov.za

Kasselsvlei Rd, Bellville South, Cape Town, 7530

District Six

Cape Town

082 522 1270

021 467 8078

CT-CENTRALSAPS@saps.gov.za

28 Buitenkant St, Cape Town City Centre, Cape Town, 8000

Mowbray

Mowbray Campus

021 680 9588

021 680 9588

MowbraySAPS@ saps.gov.za

32 Main Rd, Mowbray, Cape Town, 7700

Wellington

Wellington

082 777 6380

021 864 8440

WellingtonSAPS@ saps.gov.za

28 Jan Van Riebeeck St, Newton, Wellington, 7654

Table 1: FCS Unit Support to CPUT in the Western Cape This further ensures that all survivors of violence at CPUT have direct access to support through any SAPS (FCS) Units in the Western Cape, as indicated above.

2.4. Other Key Stakeholders that Provide GBV Intervention Programmes to Students The university also have relations other institutions, which includes national government departments (Department of Social Development, Western Cape Government Health and Wellness Department), government agency Higher Health, and non-profit organisations (Rape Crisis, Snake Nation, Planet Uni). For more information about the organisations, refer to Addendum 3.

SECTION 2: KEY INSTITUTIONAL STRATEGIC PARTNERSHIP SUPPORTING THE IMPLEMENTATION OF THE FIGHT AGAINST GBV AT CPUT

Through this collaboration, CPUT benefits from key interventions that enhance survivor support and accountability, including: • A structured referral process that ensures CPUT cases are directed to the FCS Unit for proper handling and investigation.

• Ensuring that survivors receive trauma-informed care, including counselling and necessary social support services.

• Strengthening legal action by ensuring the swift arrest and prosecution of perpetrators of rape and GBV, promoting justice and deterrence.

• Addressing GBV-related incidents involving students and external individuals, reinforcing safety within and beyond the university community.

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SECTION 3

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

CPUT’s responsiveness in addressing GBV Section 3 presents a consolidated overview of CPUT’s responsiveness to GBV, structured around six key pillars that guide institutional action. CPUT remains committed to creating a safe, inclusive, and supportive institutional environment where all members of the university community can thrive free from the threat of GBV. Recognising the complex and systemic nature of GBV, the university has adopted a holistic and multipillar approach in line with national frameworks and the IGBV’s strategic direction.

Each pillar reflects targeted efforts by various units and stakeholders to advance accountability, foster prevention, ensure protection and justice, support survivors, promote economic empowerment, and strengthen research and information systems.

3.1. PILLAR 1: ACCOUNTABILITY, COORDINATION AND LEADERSHIP SPECIFIC FOCUS The Accountability, Coordination and Leadership Pillar (Pillar 1) aims to ensure accountability at the highest level of governance across the university through individual and collective leadership by establishing an institutional architecture that would ensure a well-coordinated multisectoral response to GBV. The key priorities for this pillar include setting up an IGBVC, which would serve as the custodian for the institutionalisation of GBV across the university.

GBV Pillar 1 key outcomes include: • Ensuring that leadership at all levels of the university demonstrates a clear commitment to tackling GBV, supported by transparent communication, and adequate technical and financial resources.

• Promoting effective partnerships and collaboration across various sectors and departments to create a unified and robust response to GBV. • Embedding GBV initiatives into the university’s strategic goals through the integration of GBV across the seven focus areas of the One Smart Vision 2030 Strategy, reinforcing a holistic and sustainable approach.

• Establishing a culture of accountability by submitting regular GBV progress reports to university management and the Council, ensuring transparency and continuous evaluation of actions taken.

3.1.1.

Key Highlights

Through these outcomes, Pillar 1 ensures that GBV efforts are led with commitment, well-resourced, and aligned with the university’s broader goals, fostering a safer and more inclusive campus community.

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3.1.1.1. The GBV Accountability at CPUT Chairperson of IGBVC: Prof Chris Nhlapo, Vice-Chancellor and Principal Secretariat: Mrs Valmarie Cornelius (2024) GBV EXECUTIVE LEADERS

GBV TECHNICAL LEADERS

PILLAR 1 Accountability, Coordination and Leadership

Mr Sello Mokoena (Registrar)

PILLAR 2 Prevention and Rebuilding Social Cohesion

Prof Driekie Hay-Swemmer (ED: OVC)

Prof Paul Green (Chairperson of ITF and Dean FBMS) (Quarter 1 – 2) Prof Andile Mji (Chairperson of ITF and Dean Faculty of Education) (Quarter 3) Stream Coordinator(s): Ms Zikhona Plaatjie and Mr Tumiso Mfisa (Centre for Diversity, Inclusivity and Social Change (CDISC))

PILLAR 3 Justice, Safety and Protection

Prof Gilingwe Mayende (DVC: Operations)

Ms Carol Booyse (Deputy Registrar: Governance and Legal Services) Mr Simphiwe Nkosa (Director: Risk and Protection Services) Mr Bonginkosi Mcanyana (Manager: Employee Relations)

PILLAR 4 Response, Care, Support and Healing

Prof Gilingwe Mayende (DVC: Operations)

Ms Nonkosi Tyolwana (Dean of Students) Ms Louisa Brits (Student Counselling) Ms Vuyikazi Dwane (Senior Director: Human Capital) Ms Ncediwe Qomoyi (Director: Human Capital)

PILLAR 5 Economic Empowerment

Mr. Peter du Plessis (ED: Finance) (Quarter 1) Mr Msulwa Daca (ED: Finance) (As from Quarter 2)

Mr Mandla Maseko (Director: Advancement)

PILLAR 6 Research and Information Management

Dr David Phaho (DVC: RTIP) (Quarter 1 – 2) Prof Rishidaw Balkaran (DVC: Learning and Teaching

Dr Xena Cupido (Director: Fundani CHED) Prof Judy Peter (Director: SIP)(Quarter 1 – 3)

Table 2: The GBV Accountability at CPUT 3.1.1.2. Position Paper Gender Based-Violence (GBV) related matters The task team drafted a high-level position paper On Combating Gender-Based Violence within and beyond CPUT Fence Line to address GBV within the institution and its surrounding communities. The paper analyses current trends and interventions adopted by other higher education institutions and draws on national, continental, and international frameworks to guide CPUT’s response. These include the National Strategic Plan on GBVF (Department of Justice and Constitutional Development, 2020), the Maputo Protocol (African Union, 2003), the UN Declaration on the Elimination of Violence against Women (United Nations, 1993), and the SADC Declaration on Gender and Development (Southern African Development Community, 1997).

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

GBV PILLARS

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Furthermore, the paper explores the need for a policy guideline articulating CPUT’s position on the inclusion and protection of the lesbian, gay, bisexual, transgender, intersex, queer, and asexual (LGBTIQA+) community, a concern previously raised within the IGBVC. This discussion draws on practices informed by CEDAW General Recommendations 12 and 19 (United Nations, 1979).

The paper argues that South African leadership and institutions, including universities, continue to lag in the fight against GBV. It calls for a more grassroots-driven and coordinated approach to inform a national strategy capable of addressing the entrenched nature of GBV in society, particularly within institutions of higher learning. Through this position paper, CPUT aims not only to amplify the voices of those affected by GBV but also to guide the development and implementation of effective interventions within and beyond the university’s fence line.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.1.1.3. Addressing Gender-Based Violence in Higher Education: Challenges, Solutions, and Institutional Responses GBV remains a critical issue in South African Higher Education Institutions (HEIs), including the CPUT. The university is committed to addressing GBV comprehensively by focusing on accountability, coordination, and leadership. This report outlines key challenges and proposes solutions to combat GBV, enhance reporting mechanisms, and foster a safe and inclusive campus environment.

Despite growing awareness, GBV incidents on university campuses are significantly underreported, particularly among LGBTQIA+ individuals. Factors such as fear of stigma, lack of awareness about reporting procedures, and the involvement of known perpetrators contribute to this issue. To address underreporting, CPUT proposes: • Campus-wide awareness campaigns and training for staff and security personnel.

• Clear and accessible reporting mechanisms, including anonymous options.

• Strengthened support services, such as counselling, legal assistance, and medical aid.

• Policy reviews to ensure inclusivity and victim-centred approaches.

• Collaboration with external organisations to provide holistic support.

• Data-driven research to inform policy and prevention strategies.

• Promotion of cultural change to foster respect, equality, and non-discrimination.

• Strong leadership accountability to ensure continuous monitoring and resource allocation.

To strengthen institutional responses, CPUT recommends: • Comprehensive policy reviews to include clear GBV definitions and protections for all students and staff.

• Increased awareness and training on recognising and responding to GBV. • Enhanced victim support structures for accessibility and effectiveness.

• Improved reporting mechanisms ensuring confidentiality and timely responses.

• Institutional transparency and accountability in handling GBV cases.

• Strengthened partnerships with NGOs and community organisations.

• Regular evaluation of policies to ensure effectiveness and adaptability.

• University leadership’s commitment to fostering a culture of safety and equality.

GBV is a global issue, affecting HEIs worldwide. The committee noted that institutions in the United States highlight alarming underreporting and prevalence rates. To align with international best practices, CPUT aims to: • Implement cross-cultural awareness programmes for students and staff.

• Establish international partnerships to exchange GBV prevention strategies.

• Enhance support services for international students, including multilingual resources.

• Align policies with international standards to ensure fairness and effectiveness.

• Provide training for staff on cultural challenges related to GBV. • Foster cultural sensitivity to prevent misunderstandings that may contribute to GBV. • Ensure accessible and confidential reporting mechanisms for international students.

• Demonstrate leadership in addressing GBV on a global scale.

CPUT acknowledges the urgency of addressing GBV and is committed to a proactive, inclusive approach. Through accountability, coordination, and leadership, the university seeks to reduce underreporting, strengthen institutional responses, and align with international best practices. By implementing these measures, CPUT aims to create a safe, supportive, and equitable learning environment for all students and staff.

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3.1.2.

Proposed CPUT Action Plans to Address Sexual and Gender-Based Violence (SGBV)

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The proposed action plans for CPUT aim to establish a comprehensive, structured, and sustainable approach to eradicating SGBV within the university community. These plans focus on policy development, awareness, prevention, and survivor support, ensuring accountability at all levels.

3.1.2.1. Overall, Action Plan for Pillar 1

•

Organise a roundtable discussion to engage the IGBVC Task Team Members, extending invitations to additional IGBVC members. This may include a breakaway session in collaboration with the Research, Technology, Innovation and Partnerships (RTIP) and Fundani CHED Centre.

Ensure that emerging trends and patterns of SGBV are regularly communicated to the CPUT community through targeted training sessions and on-campus and off-campus awareness programmes.

The overarching objective of these actions is to establish a foundation for eradicating GBV within and beyond CPUT campuses. To achieve this goal, the following action plans will guide the university’s approach moving forward: 3.1.2.2. Strengthening Institutional Frameworks • •

Establish well-defined policies and guidelines for handling GBV and related incidents, ensuring transparency, effectiveness, and consistency.

Ensure university leadership is responsible for policy enforcement, with clear compliance measures to track effectiveness and implementation.

3.1.2.3. Prevention and Awareness Strategies Comprehensive Prevention Approaches: • Prioritise survivor safety and support services.

• Implement effective strategies for holding offenders accountable.

• Strengthen prevention education and awareness campaigns.

Proactive Stakeholder Engagement: Collaborate with external partners, including student accommodation providers and transport service providers, to promote a GBV-free and safe university environment.

Advocacy and Awareness Campaigns: • Conduct surveys, webinars, workshops, and social media campaigns to raise awareness of GBV policies, procedures, and reporting mechanisms.

• Organise on-campus awareness initiatives, such as student-led events and guest speaker engagements.

Evidence-Based Research and Benchmarking: Conduct research on global best practices in GBV prevention, integrating findings into CPUT’s policies and interventions.

3.1.2.4. Accountability and Enforcement Measures Strict Consequences for Transgressors: • Enforce a proactive approach in reporting and addressing GBV cases.

• Ensure decisive action against offenders, including expulsions for students and dismissals for staff involved in GBV-related offences.

Training for Security and Support Personnel: Equip security and other relevant personnel with the necessary skills to handle GBV cases sensitively, irrespective of gender or sexual orientation.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

•

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3.1.2.5. Education, Training and Capacity Building CPUT GBV Prevention Guide: Integrate a comprehensive GBV prevention guide into student orientation and staff onboarding programme. The guide will cover: • SGBV policies and procedures.

• Support programme and reporting protocols.

• Disciplinary processes and policies for offenders.

Staff and Student Awareness Programme: Build knowledge through continuous communication and targeted awareness initiatives, ensuring an informed campus community.

Mandatory Training for Staff and Faculty: Implement compulsory training programmes to equip staff and faculty with skills to identify, report, and respond to rape, sexual assault, and domestic violence cases.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

Counselling and Survivor Support Services: Establish dedicated survivor support groups, providing counselling services that address different forms of GBV, including sexual harm, family violence, coercive control, and technology-facilitated abuse.

3.1.2.6. Gender Mainstreaming for Sustainable Equality • • •

Integration of Gender Perspectives in Policy Development: Ensure that gender considerations are embedded in policy design, implementation, monitoring, and evaluation to enhance inclusivity.

Policy Development for Addressing Gender Inequalities: Strengthen institutional policies to address systemic gender inequalities and dismantle barriers that perpetuate gender discrimination.

Promoting a Safe and Inclusive University Culture: Establish a zero-tolerance policy against gender-based discrimination, objectification, and devaluation of women, ensuring a safe and supportive space for students and staff.

These action plans position CPUT as a leader in combating GBV within higher education institutions, fostering a campus environment that prioritises safety, inclusion, and gender equality.

3.2. PILLAR 2: PREVENTION AND REBUILDING SOCIAL COHESION SPECIFIC FOCUS Pillar 2 sets out to turn the tide of GBV by focusing on eliminating the social acceptance of all forms of violence against women and lesbian, gay, bisexual, transgender, intersex, queer, asexual and other sexually or gender diverse (LGBTQIA+) persons through the development and implementation of longterm, comprehensive, adaptable, context-specific and holistic approaches to prevention. The focus is on transforming harmful social and structural norms that feed GBV while intentionally reshaping the values and norms in ways that build positive social cohesion and restore human dignity.

3.2.1. Key outcomes for Pillar 2 • • • • • •

Enhanced capacity in South Africa to implement and scale evidence-based violence prevention programmes effectively.

Tangible shifts in behaviour and social norms among key populations due to strategic, research-driven interventions.

Transformation of harmful gender norms, fostering healthier, inclusive expressions of masculinities and diverse gender identities within communities.

Strengthened integration of LGBTQIA+ violence prevention efforts within broader GBVF and community safety initiatives.

Holistic programming that restores human dignity, nurtures empathetic and resilient communities, and addresses historical and intergenerational trauma.

Institutional commitment to ensuring universities are inclusive, secure, and free from all forms of violence and discrimination.

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3.2.2.

Key Highlights for the year under review emanating from the Institutional Transformation Forum

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Throughout the year under review, the Institutional Transformation Forum (ITF) received regular quarterly reports on various transformation-related matters and GBV activities from various faculties, divisions, departments, centres, and institutional structures. These reports reflected a wide range of significant transformation initiatives undertaken across the institution to address GBV. Key highlights include strategic interventions, awareness campaigns, educational programmes, and collaborative efforts aimed at fostering a safer, more inclusive campus environment.

3.2.2.1. Gender-Based Violence (GBV) Prevention and Gender Equality

The Faculty of Business and Management Sciences (FBMS) institutionalised a GBV module embedded in the curriculum, ensuring that all students engage critically with issues of consent, toxic masculinity, and bystander intervention. In addition, FBMS has actively trained Diversity Champions in psychosocial and gender justice fields, demonstrating a commitment to both prevention and responsiveness.

The Faculty of Applied Sciences has been more implicit, yet significant, in addressing gender issues by advocating for the inclusion of transgender students in laboratory spaces and affirming gender diversity through transformation discourse and infrastructure planning. The Division of Student Affairs (DSA) introduction of the 24-Hour GBV Emergency WhatsApp Line and the enhancement of social media platforms represent vital steps toward providing immediate support and continuous awareness around GBV. These digital channels allow for accessible and timely assistance, reflecting an understanding of the importance of technology in modern student support frameworks.

Moreover, the DSA’s continuous exhibitions, peer-to-peer initiatives, and creative expression methods highlighted an innovative approach to engaging students and raising awareness in ways that resonate culturally and emotionally.

Challenges persist in deepening staff exposure to gender diversity training and improving effective GBV response strategies. The effectiveness of GBV interventions is intrinsically linked to staff capacity and sensitivity, making continuous professional development critical. The emphasis on arts and culture as tools for GBV awareness suggests a recognition that conventional awareness campaigns may not fully engage students, requiring more creative and participatory methods.

• In collaboration with the DSA, Higher Education Resource Services South Africa (HERS-SA), and other stakeholders, CDISC hosted an International Women’s Day event on 8 March 2024 under the theme DigitALL: Innovation and Technology for Gender Equality with the hashtag #InspireInclusion. The objectives of the event included: ➔ Showcasing the power of mentoring in eliminating inequity and gender bias. ➔ Discussing strategies to bridge the gender digital divide in pursuit of SDG 5 within higher education. ➔ Strengthening CPUT’s mentor-mentee relationships to empower young women. ➔ Celebrating and highlighting women’s achievements and available opportunities.

The event featured a keynote speaker from the University of Leeds and was well attended. CDISC distributed informational material throughout women’s month, covering critical topics such as Human Trafficking, Healthy Lifestyles, Budgeting for Students, and Gender-Based Violence (GBV). Pamphlets included: ➔ How to open a Domestic Violence Protection Order. ➔ List of Thuthuzela Care Centres in the Western Cape. ➔ Identifying signs of an abusive relationship. ➔ A guide to understanding domestic violence rights, responsibilities, and referral pathways.

The material was well received by the student community.

Promoting Psychological Safety and Inclusivity: CDISC and Human Capital Training on Sexual and Gender Based Violence and Diversity. In partnership with Human Capital and Employee Assistance Programme (EAP) provider Momentum, CDISC facilitated two training sessions: ➔ SGBV and Psychological Safety Training (18 September 2024) ➔ Diversity, Inclusivity and Belonging Training (19 September 2024) Both sessions were well attended by staff and students, who engaged actively and expressed gratitude for the platform and the topics discussed.

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The Faculty of Education made targeted strides by launching a GBV Champion Training Programme that capacitates both students and staff to become ambassadors of safe and respectful engagement. These champions, through posters and structured campaigns, facilitate critical conversations on GBV and promote a culture of accountability.

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3.2.2.2. Transformation, Diversity, and Inclusion The Faculty of Education has demonstrated institutional awareness by constituting an active Transformation Committee and collaborating with the Centre for Diversity, Inclusivity and Social Change (CDISC) to host impactful events such as the Faculty Diversity Workshop. Such events not only affirm marginalised identities but also cultivate a culture of openness among faculty and students. Furthermore, critical debates on curriculum decolonisation, such as the Sports Transformation panel, signal a shift towards epistemic justice.

The Faculty of Business Management Sciences (FBMS) showed strong leadership in embedding transformation into its governance and student support structures. The use of digital inclusion tools like smart tutoring reflects a recognition of socio-economic disparities among students and a desire to democratise academic success.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

The Faculty of Applied Sciences focused on accessibility, specifically enhancing learning environments for students with disabilities. Its transformation priorities are grounded in the creation of equitable physical spaces and inclusivity in teaching practices.

Marketing and Communication Division (MCD) introduced the gendered pronouns into the university’s style guide, marking a progressive move towards inclusivity and respect for gender diversity. By standardising gender-neutral and affirming language, MCD fosters an environment where all individuals feel recognised and valued, which is crucial for psychological safety and community cohesion.

• Awareness initiatives, including the publicising of the GBV Position Statement and targeted social media campaigns, demonstrate MCD’s active role in shaping institutional culture. Coordinated efforts to raise awareness on GBV and inclusive language promote a safe, supportive atmosphere aligned with the university’s broader transformation agenda.

The integration of these initiatives within official communication frameworks ensures consistency and visibility, reinforcing institutional commitments to social justice, equity, and diversity. This alignment enhances the university’s public image and internal culture, fostering trust and engagement among staff, students, and stakeholders.

The Library Services events, such as the International Book and Copyright Day and the National Youth Month Commemoration, underscored the library’s role in cultural and historical awareness. Hosting young authors and facilitating student voice via digital platforms like TikTok and Facebook effectively bridges academic, creative, and social spheres. These engagements reinforce the library’s position as a dynamic community space fostering both scholarship and civic participation.

• Significant investment in book collection enhancement, particularly in areas like LGBTQIA+ studies, language, and mental health, signals a purposeful commitment to representation and inclusivity. Prioritising ethical standards and transformation goals in acquisitions ensures that the library’s collections support diverse perspectives and institutional values, thereby enriching learning resources.

• The expansion of online library services, through extended AskUs platform hours and ongoing optimisation, reflects responsiveness to student and staff needs for accessible, flexible support. This expansion is crucial in a digital age, providing equitable access and timely assistance that underpin academic success and institutional responsiveness.

To advance transformation, the CDISC had a number of advocacy interventions, in collaboration with other strategic departments, units and organisations.

• The Disability Unit under the DSA, in collaboration with CDISC launched a peer support programme on 9 February 2024. The Diversity and Inclusivity Champions initiative promotes student-to-student support by empowering student leaders to respond to peer concerns relating to inclusion and well-being.

Capacity Building: The committee members were capacitated to advance the objectives of the transformation forum and the IGBV committee. A workshop for Institutional Transformation Forum (ITF) Coordinators held on 9 April 2024 via Microsoft Teams, this session capacitated ITF Coordinators on the Higher Education Transformation Barometer.

A proposed reporting template was presented to streamline quarterly and annual reports aligned with the DHET Transformation Barometer and Vision 2030. A21 South Africa presented an informative session on identifying and reporting Human Trafficking. The session was well attended and appreciated by participants.

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IGBVC Capacity Building: Strengthening Institutional GBV Responses. On 1 October 2024, CDISC facilitated a session led by Ms Sixolile Ngcobo (Director: NSP GBVF Localisation Lab) to strengthen the IGBVC. The session focused on unpacking the six pillars of the NSP GBVF in the higher education context, highlighting gaps and best practices.

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CDISC in collaboration with the Division of Student Affairs (DSA) and Pillar 6 of the IGBVC, hosted Crucial Conversation 2 under the theme “Gender Diversity, Inclusion and Social Change,” on the 12th of September 2024 which resonated deeply with all attendees. Our keynote speaker, Llizelle Kumalo from the Centre for the Study of Violence and Reconciliation, delivered an impactful address on the role of gender diversity and inclusion in driving lasting social progress and building change within communities and institutions.

Public Lecture: On 24 May 2024, CDISC hosted the Africa Day Public Lecture themed, Cultural Diversity and Identity in African Higher Education Institutions. Prof Lungisile Ntsebeza (UCT) delivered the keynote address, with responses

by Prof Gilingwe Mayende (DVC: Operations) and Ms Thandekile Ndlovu (LSRC Deputy Chairperson).

Heritage Celebration: On 19 September 2024, CDISC and CPUT Library Services hosted a Heritage Day event at the Bellville Campus Pool House, themed Unpacking Cultural Diversity.

The event featured interactive activities including a drum session, a fashion show of traditional attire, and discussions.

Key outcomes included: ➔ Heightened awareness of cultural diversity’s role within the university. ➔ Strengthened engagement among students and staff across diverse cultural backgrounds.

3.2.2.3. Student Support, Mentorship, and Leadership Development Across faculties, there is a clear commitment to creating an enabling academic environment that supports students’ diverse needs. The Faculty of Education has highlighted concerns around academic exclusion and the vulnerability of students navigating complex personal and academic challenges. Through collaboration with the Gender Equity Office and DSA, the faculty has adopted a holistic support model that seeks to protect students’ right to study in an enabling environment.

The FBMS has taken mentorship to the next level with its “All4Mentorship” programme, which is peer-led and grounded in academic, psychosocial, and leadership development. This initiative not only addresses performance challenges but also provides a nurturing space for first-generation and financially excluded students to thrive.

The Faculty of Applied Sciences has prioritised psychosocial support for students with disabilities, recognising their heightened vulnerability, especially during high-pressure periods like assessments and exams. This signals an understanding that well-being is central to academic success.

DSA’s efforts to welcome and orient first-year students, support peer leaders, and conduct sexual health campaigns suggest a well-rounded strategy to foster student development and wellness. The launch of the CPUT Student Parliament and public lectures, including Africa Day collaborations, points to initiatives that cultivate leadership, diversity, and inclusivity.

Through Community Engagement and Work Integrated Learning (CE and WIL), the establishment of structured mentorship and coaching programmes was a commendable strategy to facilitate knowledge transfer across generations.

By encouraging collaboration between experienced professionals and emerging leaders, the initiative promotes a culture of continuous learning and professional growth, key for adapting to the evolving demands of the workforce. This

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

Crucial Conversations Series: To advance the approach of critical conversations and expansion of awareness raising for students and staff, two crucial conversations were hosted on 15 April 2024, CDISC, in partnership with Pillar 6 of the IGBVC (Research and Information Management), hosted the first Crucial Conversation themed Voices and Spaces: Creating Inclusive Spaces under the hashtag #RecognitionOfVoices. The engagement aimed to: ➔ Amplify diverse voices across the institution; ➔ Encourage open and inclusive dialogue; and ➔ Highlight the need for inclusive spaces and representation.

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intergenerational approach not only strengthens leadership pipelines but also fosters diversity in thought and innovation within institutional and community settings. Further, the design of an Advanced Capacity Leadership Programme targeting strategic thinking and organisational management addresses a critical skills gap among emerging leaders.

Equipping participants with decision-making and leadership capabilities enhances their preparedness to navigate complex environments, ensuring sustainability and resilience within both academic and professional contexts.

Opportunities for student participation in leadership structures and tailored development workshops reveal a proactive stance toward empowering students in governance and decision-making. Such engagement is vital for cultivating leadership competencies aligned with institutional goals and graduate attributes.

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The promotion of credit-bearing Service-Learning projects further embeds experiential learning within curricula.

These projects allow students to apply theoretical knowledge to tangible societal challenges, facilitating personal development while simultaneously contributing to community advancement. This dual focus on learning and social impact enhances the relevance and transformative potential of higher education.

The Centre for Personal and Professional Development (CPPD) strategic collaboration with the Quality Management Directorate highlights a robust approach to aligning capacity-building efforts with institutional quality frameworks.

Clearly defining roles and streamlining processes is essential for coherence and accountability in implementing quality standards, thus enhancing institutional effectiveness. Embedding a transformation philosophy within the Quality Management and Performance Standards (QMPS) is a significant step towards institutionalising diversity, equity, and inclusion. This integration ensures that transformation is not peripheral but central to policy and operational practices.

The inclusion of measurable indicators facilitates transparency and ongoing assessment of transformation impacts.

On 25 January 2024, CDISC delivered two presentations during the Student Representative Council (SRC) Induction: ➔ Transformation in Higher Education: Highlighting various transformation dimensions, including digital, curriculum, governance, and institutional environment. ➔ HeForShe Programme: Focused on training male students to become GBV prevention advocates.

Additionally, projects such as EmpowHerCPUT and CPUT Queer Unicorn were presented as collaborative initiatives between CDISC and the DSA. • Enhancing Mentorship Through Diversity and Inclusivity Awareness: To strengthen mentorship within the First-Year Experience (FYE) programme, CDISC facilitated awareness sessions on Gender, Diversity, and Inclusivity throughout the year. These sessions supported mentors and Retention Officers in enhancing their ability to guide first-year students within a multicultural environment.

3.2.2.4. Innovation, Curriculum Integration, and Technology Faculties have been deliberate in embedding transformation in their curriculum. The Faculty of Education is exploring ways to integrate transformation into curriculum development, particularly in postgraduate teacher education (e.g., PGCE programmes), thereby shaping future educators to be socially responsive and inclusive in their classrooms.

The FBMS is leading in digital transformation by integrating AI tools into learning processes. Their workshops on AI, productivity, and gender equity in digital spaces show a forward-thinking approach that aligns with the Fourth Industrial Revolution and the evolving workplace.

The Faculty of Applied Sciences is leveraging applied knowledge to solve social challenges, with consumer science students piloting community meal programmes and projects like One Residence, One Garden, promoting sustainable living and food sovereignty.

• The Headset Project and provision of assistive devices addresses the specific needs of students with disabilities, underscoring the importance of equitable access to education, as this was a Disability Unit and Advancement Department initiative. Yet, the true impact of these measures will depend on consistent implementation and resource allocation, as well as the extent of student awareness and participation.

• The prioritisation of ICT resources and accessibility reflects an awareness of the digital divide and its impact on learning and support services. Ensuring that DSA staff have adequate technology to perform their roles is crucial for maintaining effective service delivery. However, the report lacks a detailed evaluation of how these ICT interventions translate into improved student access and outcomes, particularly for marginalised groups.

• The FBMS engages students in critical discussions around access, justice, and empowerment, particularly during commemorative months. While these events are symbolic, they seldom translate into material support systems.

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Nevertheless, sustaining meaningful student engagement, particularly on sensitive issues like GBV, requires ongoing commitment and innovation. The participation in the Kwanele App for Survivors initiative indicates an openness to integrating technology for enhanced response mechanisms, which could improve survivor support if effectively promoted and utilised.

P STO V B G

The development of a structured capacity-building process within CPPD, including targeted training, workshops, and mentorship, supports sustainable transformation. This proactive approach to staff development strengthens institutional culture and ensures that transformation initiatives are effectively implemented and sustained over time, fostering an environment conducive to continuous improvement.

Community Engagement and Sustainable Development: The Community Engagement Student Academy, supported

by UCDG funding, exemplifies an institutional commitment to integrating the Sustainable Development Goals (SDGs) into student activities. Drawing participants from multiple faculties encourages interdisciplinary collaboration, which is essential for tackling complex social issues with innovative, holistic solutions. Financial backing ensures continuity and scalability, making this initiative a promising model for sustainable community engagement.

• Business, Industry, and Institutional Partnerships: The collaboration with the Office of the Vice-Chancellor and external stakeholders such as PRASA highlights the growing importance of business and industry engagement. The launch of the Institutional Industry Advisory Forum is a strategic move to align academic programmes with job market trends, promote innovation, and future-proof curricula. This proactive alignment between academia and industry ensures that graduates are well-prepared for evolving workforce demands, thus enhancing employability and institutional relevance.

• Social Responsibility and Institutional Identity: The Mandela Day Initiative, focusing on literacy and education through book donations, underscores CPUT’s dedication to social responsibility and community upliftment.

Supported by multiple departments and amplified through marketing channels, this program not only serves community needs but also strengthens CPUT’s institutional identity as a socially engaged university.

The Library Services launched a webinar series on key contemporary topics such as Mental Health, Diversity in Research, Emotional Intelligence, Ethics in AI, and Coaching illustrates the library’s evolving role as an active knowledge hub. These webinars promote intellectual engagement beyond traditional resources, fostering interdisciplinary dialogue and professional growth within both academic and wider communities.

3.2.2.5. Food Security and Holistic Well-being Food security remains a challenge for all South African universities, even beyond the sector with students from previously disadvantaged groups hit hard. Food security is recognised as a significant transformation issue, reflected through the CPUT Food Colloquium and the establishment of the DSA Transformation Forum. These initiatives signal a proactive institutional response to structural inequalities impacting student well-being and academic success. The inclusive sports survey and collaborative workshops on disability sports across Western Cape universities reinforce DSA’s commitment to accessibility and inclusion beyond nutrition, extending to physical activities and campus life.

On 10 May 2024, the CDISC partnered with the DSA in hosting a Food Security Colloquium at the South African Renewable Energy Technology Centre (SARETEC) Building. The event aligned with SDG 1 (No Poverty) and aimed to foster an institutional approach to addressing food insecurity, in line with CPUT’s Vision 2030 of Oneness and Smartness. Speakers included the Dean of Students, Ms Nonkosi Tyolwana, and the Chairperson of the Institutional Transformation Forum, Prof Paul Green.

The Faculty of Applied Sciences, on the other hand, is taking a proactive stance by implementing food gardens in residences and pilot meal initiatives, demonstrating that student well-being and sustainability can be mutually reinforcing. The Faculty of Education has acknowledged economic challenges faced by students, but practical interventions on food security remain limited.

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On 12 February 2024, CDISC participated in the First-Year Welcome at the Wellington Campus, distributing educational pamphlets on Human Trafficking, Healthy Lifestyles, Budgeting, Men’s Development, and Employment Readiness. On 15 February 2024, presentations were delivered to first-year students from the Biomedical Sciences and Management and Project Management Departments. The presentations introduced CDISC services and encouraged student involvement. The engagement was facilitated via Mentimeter, with positive feedback received.

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SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.2.3.

Possible Action Items

• Establish a Central Institutional Hub for Transformation and Well-being: Create a cross-functional structure to integrate GBV prevention, student support, mentorship, food security, and curriculum transformation under one coordinated framework.

• Standardise Faculty Transformation Scorecards: Introduce institution-wide transformation indicators including curriculum inclusivity, staff diversity, and student experience to drive accountability and enable benchmarking across faculties.

• Institutionalise GBV and Inclusivity Education Across the Student Lifecycle: Embed GBV prevention and transformation content into the First-Year Experience (FYE), co-curricular programmes, and staff development to ensure consistent and early exposure.

• Implement a Unified Mentorship and Student Well-being Framework: Develop a standardised, digitally supported mentorship model that includes training, monitoring, and well-being assessments to reach all students equitably.

• Ensure Sustainable Funding and Institutional Ownership of Key Initiatives: Allocate long-term resources for transformation, community engagement, and wellness programmes beyond pilot phases to ensure scalability and impact.

• Strengthen Monitoring, Evaluation, and Reporting Systems: Establish robust, centralised mechanisms to assess the impact of transformation efforts, track behaviour change, and inform continuous improvement across all campuses.

3.3. PILLAR 3: JUSTICE, SAFETY AND PROTECTION SPECIFIC FOCUS Pillar 3 sets out to address the systemic challenges that have resulted in an inadequate response to the management of GBV cases, particularly domestic violence, sexual offences, child homicide, human trafficking, and other related matters. It aims to facilitate access to justice, safety and protection in response to the needs of survivors of GBV using domestic legislation, policies, national and regional protocols, and to address the infrastructural and resourcing challenges that have obstructed the optimal delivery of justice to different survivors.

This Pillar identified the following key outcomes to be realised from the date of implementation of the strategy: • Improve access to survivor support services through a survivor-centric criminal justice service that is sensitive to and meets their needs.

• Strengthen capacity within the CPS to address impunity and facilitate justice for the GBV survivors.

3.3.1.

CPUT GBV Statistics Report – 2024: Analysing Systemic Challenges and Institutional Response

3.3.1.1. Overview of GBV Cases at CPUT A total of six new GBV cases involving students were reported during the reporting period, with none involving staff members.

3.3.1.2. Withdrawn Cases and Systemic Barriers to Justice While no official cases were withdrawn, case attrition remains a concern, often due to: • Confidentiality concerns as victims fear exposure.

• Social pressure and fear of retaliation especially when the perpetrator is known to the victim.

• Victims experiencing emotional distress and institutional fatigue often find it difficult to relive their trauma during prolonged disciplinary or legal proceedings.

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Risks in Leased Residences and Off-Campus Spaces • • • •

P STO V B G

Most cases involve off-campus housing, highlighting gaps in university oversight.

Leased residences often lack security and institutional GBV intervention protocols.

Cases frequently involve substance abuse, which correlates with increased vulnerability.

Strengthen collaborations with landlords to enforce GBV prevention policies.

3.3.1.3. Systemic Challenges in Managing GBV Cases at CPUT The challenges outlined in the report align with systemic barriers that Pillar 3 of the NSP-GBVF aims to address, particularly:

A. Case backlog and delays in disciplinary action: • One sexual harassment case (February 2024) remains under investigation while the suspect is suspended.

• One sexual assault case (December 2023) is pending as the complainant failed to attend the consultation, this could be attributed to secondary victimisation.

• Three additional cases are still pending due to external legal complexities.

B. Impact on Survivor Protection and Justice Access: • Institutional disciplinary processes remain slow, limiting justice access for survivors.

• Survivors may drop cases due to a lack of trust in institutional responses or fear of facing perpetrators again.

3.3.1.5. Ineffective Tracking of GBV Offenders Across Universities • Currently, no system exists to flag perpetrators who were acquitted due to legal technicalities.

• Universities cannot legally access the National Register for Sex Offenders (NRSO) unless cases involve minors, limiting accountability measures.

• Proposal: Establishing a shared offender database across institutions to track repeat offenders.

3.3.1.6. Possible Action Items Pillar 3 aims to improve access to justice, safety, and protection by overcoming systemic barriers in GBV case management. The following recommendations align with this vision: 3.3.1.6.1. Strengthening Confidential and Survivor-Centred Reporting Mechanisms • Introduce an anonymous mobile reporting app to allow survivors to report without fear of exposure.

• Establish designated GBV reporting spaces within CPUT for survivors to seek help safely.

3.3.1.6.2. Addressing Structural Barriers in GBV Case Management • Fast-tracking case resolution to prevent lengthy disciplinary processes that deter survivors from coming forward.

• Partnering with the National Prosecuting Authority (NPA) and Legal Aid SA to provide legal guidance to survivors.

• Ensuring mandatory case updates so survivors are aware of their case progress.

• Advance case management through system development for data management.

3.3.1.6.3. Institutionalising a Multi-Stakeholder Approach to GBV Response A. Collaboration with Law Enforcement and Gender Justice Networks • Engage the Department of Justice to ensure university policies align with domestic legislation and national protocols.

• Advocate for the National Register for Sex Offenders (NRSO) expansion to include GBV offenders in tertiary institutions.

• GBV awareness raising within leased residences and constant engagement with owners.

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3.3.1.4. Lack of Timely and Efficient Legal Proceedings

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B. Benchmarking Institutional Policies: The CPUT GBV Statistics 2024 Report underscores the systemic barriers that hinder effective GBV case management, delayed justice, lack of protection for survivors, and limitations in tracking perpetrators. These challenges mirror the key objectives of Pillar 3, which seeks to transform institutional responses by improving survivors’ access to justice, ensuring protective policies, and removing procedural barriers.

To address these concerns, CPUT must adopt survivor-centred, trauma-informed, and legally sound interventions that enhance justice delivery, institutional accountability, and comprehensive GBV prevention strategies.

3.4. PILLAR 4: RESPONSE, CARE, SUPPORT AND HEALING

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

SPECIFIC FOCUS Pillar 4 sets out to ensure that every survivor of GBV has access to appropriate and sensitive response, care and support that facilitates immediate containment, medium to long-term healing, and agency towards reclaiming their bodies, mental and physical health, well-being, and lives. All survivors should be able to access care and support services to reduce the impact of GBV 24 hours a day and seven days a week. A survivor-centred approach to the provision of services, underpinned by feminist principles, must be applied in the provision of: • Survivor Empowerment Centre – a holistic, comprehensive, consistent, confidential, equal and equitable quality service responsive to the diverse needs of women across ages, sexual and gender diversities, including the need to provide support to their children.

• A standardised core package of services by trained, skilled, compassionate and competent staff which includes access to health and mental care, appropriate after-care services and referrals/feedback systems.

• The active engagement of communities, including women, children and LGBTQIA+ persons to end GBV and to promote survivors’ access to services.

3.4.1.

The overall focus for Pillar 4 is threefold:

• Strengthening and overhauling services and systems.

• Improving relationships between stakeholders.

• Building and bolstering resilience through harnessing the capacity of institutions, households, and communities to play important roles in responding to and supporting survivors.

3.4.2.

Division of Student Affairs

Ending GBV is a collective responsibility. All departments and units within the Division of Student Affairs (DSA) play a role in GBV Response, Care, Support, and Healing, with Student Counselling and the HIV/AIDS Unit taking a leadership role. These units collaborate in an integrated manner with other DSA departments and relevant internal and external stakeholders to provide a holistic response to GBV. • • • •

Campus Health provides medical treatment and intervention when required.

The Disability Unit offers support when a student with a disability is involved.

The Residence Department intervenes when a student residing on campus is involved or affected by violence.

The Department of Sports, Arts, and Culture takes a preventative approach by offering safe recreational activities for all students, creating positive environments, and promoting awareness.

• Student Governance and Leadership also play a critical role in GBV response and raising awareness across the campus community.

In December 2023, the DSA hosted two Best Practice Workshops for staff. The first workshop, held on the 7th of December, focused on Student Development and Learning Approaches. This workshop aimed to identify frameworks for student development that foster enabling student-centred experiences, guiding all Student Affairs projects with essential monitoring and evaluation approaches.

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The second workshop, held on the same day, centred on Gender and Development. It explored how gender perceptions influence student experiences within living and learning environments. The session emphasised the importance of challenging patriarchal systems and outdated gender norms to create inclusive and non-discriminatory spaces for all students.

3.4.3.

P STO V B G

Departments of Student Counselling

Between 8 January and 11 October 2024, CPUT’s Student Counselling unit supported 24 new students seeking help for GBV-related issues. Among these, the four most common issues were rape, sexual assault, and recent adult abuse, each accounting for four cases, while there were no reported cases of historical adult abuse.

Students demonstrated varied levels of academic progression.: With 10 first-year, 10 second-year, 3 third year, and 2 postgraduate/fourth-year students sought counselling. The overwhelming majority, 24 students, identified as female, with only one male student and no non-binary students recorded. Regarding accommodation, more than half of the students (15) resided in CPUT-owned residences, while 10 lived in private accommodation.

Referral sources suggest a strong pattern of self-advocacy: 17 students were self-referred for support; four were referred by Student Affairs; two came via lecturers; and two were referred through other means. No referrals were recorded from class representatives, mentors, or peer helpers.

The Department furthermore note the following activities: • Participation in the Joint DSA Sexual Health Campaign.

• Final Year Experience Programme- module on Professional Workplace Conduct focuses on professional and ethical conduct, sexual harassment, and bullying awareness education.

• A female wellness support group was implemented on the Bellville campus to support and empower female students through physical exercise, stress management and peer collaboration.

• Social media post-GBV definitions, awareness, myths, support resources were shared across campus; TV Screens, Via CPUT social Media platforms well as printed posters with support services available • Student Counselling Blackboard portal includes a folder with resources on GBV. • SGBV policy working group meetings were held to finalise student reporting and case management protocol on 18 July 2024.

• Final Year Experience Programme- module on Professional Workplace Conduct focuses on professional and ethical conduct, sexual harassment, and bullying awareness education.

During this period, resources on GBV were shared as follows: • Women’s month campus display • Student Counselling Blackboard portal which includes a folder with resources on GBV.

3.4.4.

Campus Health Clinic (transiting to Department of Student Health and Wellness) (including HIV/Aids Unit)

During this period, the HIV unit embarked on the following activities and events: • A total of 117 peer educators were recruited for the 2024 peer education programme.

• Monitored GBV WhatsApp helpline.

• Peer education was undertaken through social media videos, exhibition stalls, and discussion groups on HIV, STI and pregnancy prevention, human rights, and the International Women’s Day event.

• Health screening campaign was held at all campuses and student housing, including screening for STIs, GBV, mental health, and Medical Male Circumcision (MMC). Active referrals were made to relevant support units for further treatment.

• Participated in the Joint DSA Sexual Health Campaign.

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Notably, 16 incidents occurred on campus, underscoring the immediacy with which students faced GBV within university grounds. In six cases, perpetrators were fellow students; four incidents involved unknown or other individuals; and importantly, no cases involved staff members. Geographically, the majority of clients were distributed between two main campuses: District Six (12 students) and Bellville (11 students). The Wellington campus had one case, while none were reported from Mowbray during this period.

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• • • •

Peer educators’ GBV-related discussion groups take place regularly.

GBV posters were shared across campuses, residences, and peer educator WhatsApp groups.

GBV posters were shared on social media pages.

The 24-hour GBV helpline was shared on the institutional webpage (home page).

3.4.5.

Disability Unit (transiting to Department of Inclusivity and Disability Support)

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

The following table outlines key activities and milestones achieved by the Diversity and Inclusivity Unit (DU) and the DSA from January to September 2024. These activities focus on strengthening institutional transformation, enhancing GBV response mechanisms, and building capacity around diversity, inclusion, and disciplinary processes. Highlights include recruitment and training initiatives, participation in campaigns and forums, policy finalisation efforts, and the implementation of survivor support tools.

DATE

ACTIVITY/EVENT

DESCRIPTION

24 January 2024

Recruitment of Diversity and Inclusivity Champions

New intake of Diversity and Inclusivity Champions recruited to strengthen campus inclusivity efforts.

29–31 January 2024

Establishment of Terms of Reference (TOR) for DSA Transformation Subcommittee

Developed governance framework guiding transformation activities within DSA.

8 March 2024

Participation in DSA International Women’s Day

Theme: “DigitALL: Innovation and Technology for Gender Equality” (#InspireInclusion).

30 April 2024

First Draft Review Meeting: DSA Gender Equality and Empowerment Terms of Reference

Reviewed the initial draft TORs focusing on gender equality and empowerment.

2 May 2024

Institutional Transformation Forum

DU representatives attended to discuss broader transformation initiatives.

6 May 2024

DU Participation in Joint DSA Sexual Health Campaign

Active involvement in the sexual health awareness campaign coordinated by DSA.

23–24 May 2024

DU HOD Training on Disciplinary Hearings and Grievance Matters (including GBV)

Capacity building workshop focused on handling disciplinary and grievance processes.

15 July 2024

Launch of GBV Response Kwanele App for Survivors

Digital platform introduced to support survivors of GBV.

18 July 2024

Finalisation of Student Reporting and Case Management for SGBV Policy

Completed final steps for policy implementation regarding student GBV reporting and management.

10 September 2024

Participation in DSA Disciplinary Cases

DU involvement in managing and adjudicating disciplinary cases related to GBV and other matters.

Table 3: Diversity and Inclusivity Unit (DU) activities

3.4.6.

Sports, Arts and Culture (SAC)

The CPUT Students Netball teams participated in a GBV netball tournament that set out to create awareness about GBV and educate students on healthy relationships. The tournament was hosted by Cape Winelands Netball and took place on 8 June. SAC entered two teams consisting of 20 male and 24 female students. Presentations were facilitated

by Drakenstein SAPS, Cape Winelands Department of Social Development, and the Local Health Clinic.

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3.4.7.

Key events organised by the Division of Student Affairs

P STO V B G

Peer Support Student Induction and Training (23rd February 2024) The Division of Student Affairs hosted a Peer Support Student Induction and Training on 23 February 2024. These students hold important roles as Peer Educators, Residence Peer Helpers, Diversity and Inclusivity Champions, and Residence Student Assistants. The training aimed to: • Introduce the students to their roles as peer supporters.

• Foster cohesion among peers who support and educate students in their respective communities and living spaces.

• Provide essential training on emergency response protocols, including how to respond to incidents of GBV.

The DSA in partnership with CDISC, HERS-SA, and Advancement Department, hosted an International Women’s Day Celebration on the Bellville campus. The event, themed “DigitALL: Innovation and technology for gender equality”, featured various presentations focusing on: • Student inclusivity.

• Mentoring to bridge the gender divide.

• The role of men as allies in women empowerment.

The celebration was followed by a Women’s Month webinar on the 20th of March to further discuss women in leadership and strategies for maintaining work-life balance. These initiatives are part of ongoing efforts to amplify women's voices and empower them to speak out against inequality, discrimination, and GBV, while also serving as role models for others.

3.4.7.2. Sexual Health Campaign The DSA, in partnership with several external NGOs, hosted a Sexual Health Campaign on the Bellville (10 April 2024) and District Six (11 April 2024) campuses. The goal of the campaign was to: • Raise awareness about sexual health and GBV. • Educate and empower students regarding their sexual health.

The event included campus exhibitions from various departments and NGOs such as: • Student Counselling • HIV Unit • Campus Health • Disability Unit • External organisations like Rape Crisis, Marie Stopes, NACOSA, Triangle Project, Mina Cup Foundation, and WitsRHI. Students had the opportunity to engage in: • Discussions with Peer Educators and Peer Helpers.

• Health screenings and testing.

• Interactive lunchtime lectures and talks on sexual health, facilitated by the partnering NGOs. These initiatives serve as important steps in creating awareness around issues of GBV and sexual health while offering practical support and creating a safe space for discussion for students across CPUT campuses.

3.4.8.

Collaborative Student Affairs projects

Student Affairs hosted a Sexual Health Campaign that was implemented on Bellville (10 April 2024), District Six (11 April 2024) and Wellington campus (6 May 2024). The joint project aimed to educate students about sexual health to empower students to make healthy decisions and foster positive peer and intimate relationships. All internal

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.4.7.1. International Women’s Day Celebration (8th March 2024)

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and external stakeholders had campus exhibitions with resources on display. The Mobile Wellness Van provided opportunities for students to test on campus as well as do basic health screening at the Health Clinic stands. Students could browse through the different stalls and engage with stakeholders on the topics on offer.

The students in peer support positions, namely peer helpers, peer educators and diversity and inclusivity champions, mobilised students on campus and engaged with students on various topics related to sexual health, such as condom use demonstrations, sexual health quizzes, etc. Lunch time lectures were held between 13:00 and 14:00, and saw students and NGOs share relevant information about sexual health, such as GBV education, reproductive rights, relationship stigma’s etc.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.4.8.1. Student Housing Workshop The workshop was hosted on the 3 September 2024 under the banner of harmonising student rules and residence life for owned, leased and privately accredited residences. The workshop was attended by representatives from the Dean of Students’ Office, Legal Services, Student Counselling, HIV unit, SRC, and Residence Business Unit. Amongst other topics, protocol and guidelines on GBV, support services and structures in residences such as the DSA peer leaders were discussed. Higher Health presented on the Ministers' Task Team Report, protocols, ethics, safety in residences, campus safety and security, staff and student relationships, alcohol and substance abuse, and examples of referral for survivors of GBV. 3.4.8.2. HERS-SA Awards Gala Dinner The awards were hosted by HERS-SA on the 29th of August 2024, and celebrated women leaders in Higher Education. The event was inspirational and motivated both students and staff to continue to strive for the best and dream big. A delegation of CPUT students and staff attended, which showcases our endeavours to build and develop young women at CPUT. Six staff and three students who represented CPUT at the HERS-SA Awards Gala Dinner at the Aquarium, V&A Waterfront, were: 1. Lynette Fortuin (staff) 2. Melanie Swanson (staff) 3. Nonhlanhla Ndabeni (staff) 4. Anina Van Der Westhuizen (staff) 5. Buntukazi Mondliwa (staff) 6. Xoliswa Lee-Anne Mngadi (student) 7. Unathi Shingwayo (student) 8. Babalwa Mqakelana (student) 3.4.8.3. EmpowerHer Mentors and Mentees Meet and Greet The meet and greet was hosted in partnership between the HIV/AIDS Unit, Student Governance and Leadership Development and Human Capital, Learning and Development on the 23rd of August. The students and staff members introduced themselves to each other and the objectives of the mentoring programme were discussed. This marks the start of empowering young women to build personal and academic success under the guidance of a committed CPUT staff member.

3.4.8.4. Her Story, Her Voice, Our Future Student Governance and Leadership Development and Sports, Arts and Culture hosted the women empowerment event on the 29th of August where there were musical performances, poetry, as well as art showcased. The event was well attended by 270 students. The objectives of the event were: to create awareness around women empowerment amongst the student population; create a platform for students to showcase their talents; share their stories and experiences through creative mediums to educate students on the various issues faced by women within our society to promote social change. Ultimately to create a platform where students could voice and express themselves. Digital stories included the topics of mental health, personal motivation and GBV. The speakers shared their stories and highlighted their challenging experiences as well as the need for one to reach out for support. Examples of art showcased:

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Figure 1: Art showcased

3.4.9.

Human Capital (HC) GBV Cases and Training Initiatives

3.4.9.1. Momentum Employee Assistance Programme: • Cases Reported: No new cases have been reported since the last update on 03 October 2023.

3.4.9.2. GBV Training in Partnership with the National Prosecuting Authority Training Rollout Update: • The Learning and Development Unit, in collaboration with the Sexual Offences and Community Affairs Unit of the NPA, previously trained 542 staff members within the Campus Protection Services and Gardening and Cleaning teams in 2023. The rollout of this training was paused due to NPA capacity constraints.

“Train- the Trainer” Initiative: • In response to the NPA’s limited resources, the Learning and Development Manager initiated a “Train-the-Trainer” program. The first meeting took place on 11 June, where discussions focused on how the NPA would help CPUT capacitate its own employees to continue the GBV training. This program aims to reduce reliance on the NPA and build internal capacity to facilitate further GBV training.

The GBV training for WIL Coordinators, Student Affairs, Residence Coordinators, and Supervisors took place in October 2024. Due to continued NPA resource constraints, the training for 100 staff members has been moved to the 1st Quarter of 2025.

3.4.9.3. Sexual Harassment / GBV / Intimidation Case: GBV Training Rollout: The Learning and Development unit continues efforts to provide comprehensive GBV training across CPUT, though capacity limitations with the NPA have led to delays. The “Train-the-Trainer” initiative is expected to help CPUT become more self-sufficient in GBV training.

These efforts, along with future training initiatives, aim to equip CPUT staff with the knowledge and skills needed to address GBV effectively within the university community.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

P STO V B G

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3.5. PILLAR 5: ECONOMIC EMPOWERMENT SPECIFIC FOCUS This pillar sets out to transform the structural make-up of the CPUT community by systematically increasing access, control, and ownership of productive resources to women. Additionally, it seeks to strengthen the participation of vulnerable students in various economic opportunities, such as bursaries and financial assistance to achieve their study goals. This pillar is underpinned by the role that social and economic inequality play in driving gender inequality and GBV at the university. Key to this is the acceleration of initiatives to address women’s unequal economic and social position, specifically through access to bursaries and the VC’s Flagship programme and bursaries.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.5.1.

Key outcomes include the following:

• Accelerated initiatives that address women’s unequal economic and social position through access to education, bursaries and other financial inclusion opportunities; and • Safe workplaces that are free of violence against women and LGBTQIA+ persons, including but not limited to sexual harassment.

3.5.2.

Financial support to economically disadvantaged students

Between January and April 2024, CPUT received R30 million in donor funding, with contributions continuing to grow.

Ninety-six percent (96%) of these funds were allocated directly to student support, benefiting almost 500 students.

Notably, 60% of the beneficiaries were female students, reinforcing the university's ongoing commitment to equitable access and student empowerment through donor contributions.

FUNDING CATEGORY

DONATION TOTAL

TOTAL % OF FUNDS RAISED

TOTAL DONOR COUNT

Student Support

R29,398,803

96

51

Teaching and Learning

R839,132

3

1

Other

R252,130

1

1

TOTAL

R30,490,066

100

53

Table 4: Financial support to economically disadvantaged students (2024) Between January and June 2024, CPUT received R50.6 million in donor funding, with contributions continuing to grow. Ninety-seven percent (97%) of these funds were allocated directly to student support, benefiting more than 790 students. Notably, 69% of the beneficiaries were female students, highlighting the university's ongoing efforts to advance access, equity, and student success through donor contributions.

FUNDING CATEGORY

DONATION TOTAL

TOTAL % OF FUNDS RAISED

TOTAL DONOR COUNT

Student Support

R49,115,832

97

55

Teaching and Learning

R1,012,698

2

4

Other

R506,349

1

3

TOTAL

R50,634,879

100

62

Table 5: Financial support to economically disadvantaged students (2024)

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3.5.3.

Debt relief and missing middle

P STO V B G

In 2024, CPUT continued its efforts to support students facing financial hardships through donor-funded debt relief initiatives. A total of R5.1 million was secured.

• R1.5 million was secured early in the year, providing financial assistance to 25 students struggling with outstanding fees. Sixty percent (60%) of the beneficiaries were female students.

• Subsequently, an additional R3.6 million was received, benefiting 66 students in need of financial relief, with 60% of the beneficiaries being female.

Beyond the funds already disbursed, more than R92 million has been committed by donors, and the university is actively engaging stakeholders to ensure the timely receipt of these funds to further support students in the missing middle. These efforts reflect CPUT's commitment to ensuring access and success for students facing financial barriers, with a particular focus on addressing gender disparities in higher education funding.

Vice-Chancellors Prestigious Achievers Award

Figure 2: Recipients of the 2024 Vice-Chancellors Prestigious Achievers Award The Prestigious Award Programme continues to play a vital role in building CPUT’s research pipeline, nurturing the next generation of academics, and advancing the transformation of the higher education sector. Since its launch in October 2018, the programme has supported numerous postgraduate students, with a strong focus on funding female candidates.

To date, the programme has grown from a single beneficiary to 21 Prestigious Awardees, comprising 16 females (76%) and five males (24%), demonstrating a clear commitment to gender transformation in academia. Additionally, 24 master's and doctoral students have received top-up tuition support through the programme.

Since its inception, R4.1 million has been invested in postgraduate funding, with R3 million contributed by the Mauerberger Foundation Fund and R1.1 million from CPUT’s Advancement Department. The programme boasts an exceptional 77% completion rate, significantly higher than the national average for master's and doctoral studies.

Among the 10 graduates, three are now employed, and one awardee successfully graduated with a doctorate on April 23, 2024, despite facing completion challenges.

For the 2024 academic year, the programme will fund 10 returning students, who collectively owe R400,000 to CPUT. Additionally, four new applicants have been approved for funding.

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3.5.4.

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The first round of applications received 38 submissions, categorised as follows: • 37% female applicants • 53% doctoral candidates • 42% master's candidates The majority of applicants were South African, with only three international students applying. Collectively, these students owe R2.9 million in outstanding fees.

Given the demand for funding, a second call for applications will be issued to further support postgraduate students in need.

3.5.5.

MFF Brian Figaji Scholarship

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

CPUT introduced the MFF Brian Figaji Scholarship, a collaborative initiative between the Mauerberger Foundation Fund (MFF) and Professor Brian Figaji, former Vice-Chancellor of CPUT. This prestigious scholarship is dedicated to supporting female postgraduate students in engineering, reinforcing the university’s commitment to advancing gender equity in STEM fields.

3.5.6.

WiL and Internship

In 2024, CPUT received R4 million in funding, benefiting over 90 students, with 68% of the recipients being female. This funding continues to provide crucial financial support for students to gain practical experience in their respective fields.

CPUT donors committed R32 million to fund over 800 students for WiL and internships. These projects are currently being implemented, with most placements having commenced on 15 July 2024.

3.5.7.

STEM and digital literacy community engagement

Figure 3: STEM and Digital Literacy Community Engagement In 2024, CPUT received R1.3 million in funding for similar projects, with funding still ongoing. More than 200 learners are expected to benefit, with a continued focus on female participation and underprivileged schools. One of the key STEM projects, funded by the Atlantis Special Economic Zone, is currently being implemented in Atlantis. The 2023 project closing ceremony took place on 25th March 2024, celebrating the achievements of learners, including an allgirl team winning the robot competition.

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Impact of the Atlantis STEM Project

P STO V B G

The 40 participating learners demonstrated notable academic improvements: • Mathematics: Increased from 66% in Term 2 to 70% in Term 4.

• Natural Science: Improved from 70% in Term 2 to 78% in Term 4.

• Technology: Advanced from 50% in Term 2 to 70% in Term 4.

Top Individual Performers • • • •

Mathematics: 83% in Term 2 to 98% in Term 4.

Natural Science: 76% in Term 2 to 92% in Term 4.

Technology: Maintained a high score of 85%.

Creative Arts: Improved from 89% in Term 2 to 95% in Term 4.

Figure 4: STEM Education and Digital Literacy Initiatives Supporting Disadvantaged Learners In June 2024, CPUT officially launched the STEM, Digital Literacy, and 2nd Chance community engagement projects.

The University secured R1.4 million in funding for these initiatives, with additional funding still being received. More than 200 basic education learners have already participated in STEM and digital literacy classes, with a continued focus on poorly resourced schools. The majority of the beneficiaries are female learners, aligning with CPUT’s commitment to promoting gender inclusivity in STEM fields.

The 2nd Chance team is currently in the planning phase of its implementation. This initiative aims to support learners who need additional academic assistance, ensuring that more students can complete their education successfully.

These projects reaffirm CPUT’s dedication to educational transformation, bridging digital and STEM knowledge gaps, and empowering young learners from disadvantaged backgrounds.

3.5.8.

SAP training

In 2024, CPUT secured R525,000 in funding from BANKSETA to provide SAP training to 34 students, with 61% of the participants being female students. This training aimed to enhance work readiness and improve the employability of students by providing them with valuable extracurricular skills.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

These projects continue to bridge the gap in STEM education, fostering digital literacy and academic excellence among learners from disadvantaged backgrounds.

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3.5.9.

Graduation and Certification

In May 2024, CERPIA, in collaboration with the Human Capital and Advancement Department, hosted a SAP graduation ceremony. During the ceremony, 23 staff members and 31 students were awarded their SAP certificates.

The training for staff members aimed to develop them into future SAP facilitators, ensuring the sustainability and growth of the program. This initiative served as a key part of CPUT’s ongoing commitment to student work readiness and the provision of industry-relevant skills that increase employability opportunities for students, especially in the digital and business sectors.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.5.10. Women’s Day celebrations at FID and FBMS In 2024, CPUT hosted the Women’s Day events in August to celebrate and honour the achievements and contributions of women. The CDISC, in collaboration with the FBMS, confirmed the successful hosting of these events. In the past, Women’s Day events were successfully supported by faculties such as Informatics and Design and Business Management Sciences, further promoting the importance of celebrating women and empowering them within the university community.

These events are part of CPUT's ongoing commitment to promoting gender equality and diversity, while providing platforms to recognise and amplify the voices of women across various sectors of society.

3.5.11. Lecturer Development The Faculty of Engineering and Built Environment implemented a lecturer development project in 2024 with R5 million in external funding. This initiative aimed to develop a pool of highly qualified lecturers, with six candidates being selected for a three-year development period. Out of the six candidates, four are female, highlighting the faculty's commitment to fostering gender diversity in academia.

This project came in response to 19 vacant lecturer positions created by retiring staff and short-term appointments. These newly developed candidates will play a vital role in filling these vacancies and ensuring the continued delivery of high-quality education within the faculty.

Figure 5: Technological Creativity on Display During Women’s Day Celebrations at FID and FBMS Video of community engagement at CPUT

In June 2024, the faculty received an additional R2 million in funding to support the development of three more candidates, bringing the total to nine candidates. Most of these new candidates are female, further emphasising the focus on gender equality in the recruitment and development process. The donor will cover the salaries of all nine candidates over the three years, ensuring that they are fully supported while receiving the training needed to become future lecturers.

3.5.12. Planned activities • Lecturer Development Project: CPUT launched a R15 million lecturer development project in 2024. To kickstart the project, CPUT provided R1 million in seed funding while awaiting the first tranche from the donor. This initiative was designed to further develop academic talent and contribute to the transformation of the higher education sector.

• STEM, Digital Literacy, and 2nd Chance Projects: The university launched three impactful community engagement projects for the 2024 academic year: • STEM (Science, Technology, Engineering, and Mathematics) projects • Digital Literacy projects

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• 2nd Chance educational projects aimed at providing opportunities to learners who have missed out on educational advancement. These initiatives are particularly focused on reaching under-resourced communities, with an emphasis on providing empowerment to youth and women.

• Anti-GBV and Support for Special Groups: This report also highlights the financial resources and other support raised for anti- GBV programmes as well as initiatives focusing on services for special groups such as women, young people, and people with disabilities. CPUT continues to prioritise these efforts both within the university community and in broader community engagement projects that aim to tackle these important issues head-on.

P STO V B G

These projects demonstrate CPUT's commitment to creating inclusive and equitable opportunities, especially for underrepresented and vulnerable groups, fostering an environment of support, empowerment, and positive social change.

SPECIFIC FOCUS Pillar 6 is about having access to critical data that will inform GBV interventions, policy and practice. This includes strengthening and aligning management information systems across the university to strengthen both response and prevention efforts. This Pillar, therefore, focuses on expanding and deepening the existing GBV knowledge base in universities through consolidating and widening a pool of interdisciplinary specialists able to support by continuing to shape a response that is rooted in global evidence, while at the same time generating new knowledge that is specific to understanding the impact of current and historical factors shaping the manifestations and mutations of GBV in universities and South Africa.

3.6.1.

Key outcomes include

• Enhanced comprehension of the scope, dynamics, and impact of GBV across the university, with a focus on specific groups and forms.

• Implementation of evidence-based policies and targeted intervention programmes to effectively address GBV. • Integration of GBV-related data into university management systems to identify systemic challenges, improve response strategies, and drive sustainable solutions.

3.6.2.

Commitment to Advancing GBV Research and Institutional Response

• Foster cross-pillar collaboration to enhance the impact of GBV research on the scholarship of teaching and learning, ensuring the effective dissemination of research agendas, insights, and best practices, including datadriven decision-making.

• Partner with other pillars, research initiatives, and CPUT GBV Indabas, as well as external stakeholders, to lay the foundation for a future GBV research hub.

• Maintain accountability through the submission of quarterly reports to the Institutional GBV Committee, ensuring transparency and continuous progress.

3.6.3.

Advancing GBV Research, Institutional Response, and Collaborative Engagements

3.6.3.1. Collaborative Efforts and Strategic Alignment Pillar 6 continued to support the engagement led by the CDISC to align planned activities leading up to the 2nd Annual CPUT Men’s Conference in 2024. As part of this collaboration, a series of Crucial Conversations featuring key speakers and expert panellists was scheduled throughout the year, each addressing critical themes related to gender, inclusion, and transformation.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.6. PILLAR 6: RESEARCH AND INFORMATION MANAGEMENT SYSTEMS

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3.6.3.2. Crucial Conversations 1 Write-Up by Pillar Six Summary wrap-up with recommendations for CPUT from the Crucial Conversation 1 held on April 15, 2024 (by Dr Xena Cupido) • Inclusive Education and Transgender Students: The conversation addressed the persistent exclusion of transgender students in South African HEIs. It highlighted the need for academics to bridge the gap between research and practical application, and the urgency of implementing policies and support systems that truly accommodate transgender students.

• Policy Effectiveness: The current policies were criticised for lacking practical impact, "don't have teeth" and the misalignment between policy intentions and inclusivity was evident, particularly regarding gender marker changes and student residences.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

• Student Voice and Diversity: Recommendations were made to empower students by giving them a voice to embrace diversity. This involves recognising and respecting the unique experiences and identities of each student.

• Critical Reflection: There was a call for re-evaluation of the decision-making paradigms rooted in socio-cultural norms that might hinder progress towards social justice practices. Critical and honest reflection by researchers on the intentions and implications of their work was emphasised.

• Model Policy Framework: Suggestions included the development of a model policy framework for HEIs to promote an inclusive environment, addressing "low hanging fruit" like gender markers, reforming curricula, and institutional cultural practices.

• Institutional Accountability: The need to translate labour into monitoring and evaluation was stressed, focusing on ensuring HEIs comply with inclusive policies and hold institutions accountable for their practices.

• Violence and Microaggressions: The panel recommended addressing violence and microaggressions against the LGBT community, forcing dialogue for further engagement, and advancing discourse on LGBTQI+ issues.

• Collaborative efforts: This will help to move forward, expanding the network to support and strengthen the work currently being done at CPUT. Summary for CPUT • Recognise and Address Exclusion: Acknowledge the ongoing exclusion of transgender students and actively work to address it through effective policy implementation and cultural change within the institution.

• Empower Students: Ensure that transgender students have a platform to express their needs and experiences, and make sure their voices are influential in shaping inclusive policies.

• Evaluate and Update Policies: Critically evaluate current policies and their effectiveness in creating an inclusive environment, making necessary amendments to address issues such as gender marker changes and accommodation.

• Educate and Train: Offer sensitisation training for staff and students to foster an understanding and acceptance of transgender and gender-diverse individuals.

• Monitor and Evaluate: Establish a system to monitor the HE environment for inclusivity, ensuring that inclusive practices are not only in place but also adhered to.

• Promote Inclusivity in Curriculum: Update the curriculum to include and address transgender matters, ensuring that education is reflective of and sensitive to gender diversity.

• Advance LGBTQIA+ Discourse: Commit to honest dialogue and engagement on LGBTQIA+ issues, encouraging a campus culture that challenges privilege and works towards dismantling barriers to inclusion.

• Hold CPUT Accountable: CPUT should hold itself accountable for creating and maintaining inclusive spaces with clear strategies for measuring progress and enforcing policies.

3.6.4.

Introducing Gender-Based Violence Information Management Systems (GBVIMS)

As part of CPUT’s ongoing commitment to strengthening its institutional response to GBV, the establishment of a centralised and secure GBV Information Management System has emerged as a strategic priority. Such a system is essential for ensuring the effective collection, storage, analysis, and use of GBV-related data to inform prevention strategies, enhance survivor support services, and guide institutional accountability and decision-making.

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P STO V B G

3.6.4.1. Rationale for a GBV Information Management System Currently, no centralised system exists to facilitate the effective collection, secure storage, analysis, and sharing of GBV-related data at CPUT. This hinders the university's ability to: • Understand the scope and patterns of GBV incidents; • Coordinate responses across departments and stakeholders; and • Utilise data for evidence-based prevention and survivor support programmes.

To address this gap, the CDISC has benchmarked the University of Cape Town (UCT) Office for Inclusivity and Change with the aim of developing a digital portal or system for standardised reporting and storage of GBV-related reports / incidences, data management, monitoring and evaluation, and institutional research around GBV.

A key reference for this initiative is the Gender-Based Violence Information Management System (GBVIMS) platform, which provides global tools and best practices for the management of GBV data. It is worthwhile for the committee to consider the establishment of a CPUT Portal for the long-term storage of GBV-related reports, data, and other information for posterity.

The site can be accessed via the following link: https://www.gbvims.com/gbvims-tools/

3.6.5.

Developing a CPUT GBV Information Management System

• Alignment to the DHET Policy Framework to address GBV in Post-School Education and Training - to inform practice with regards to the collection of information.

• A meeting with CTS was held to explore an online reporting system - An online system is currently being developed by CTS via the student OPA/OMA - 18 March 2024 (See attached Addendum) • The Student Counselling complaint and incident form was received - 20 March 2024. This was part of the process where the form was updated to be user-friendly.

• Awaiting the Protection Services complaints form to be approved with inputs captured from all stakeholders - 20 March 2024 These steps mark a significant institutional commitment to standardised, secure, and accessible GBV reporting mechanisms that will enhance response coordination and accountability.

3.6.6.

GBV Management Information Systems Project

CTS OUTLINE BUSINESS CASE CONTRIBUTORS NAME

PROJECT ROLE

DEPARTMENT

Dr Xena Cupido

Business: Project Requestor

Fundani CHED

Dr Xena Cupido

Business: Project Manager

Fundani CHED

Central Committee (Dr Phaho, Prof Balkaran, Prof Peter and Dr Cupido)

Business: Project Owner/Sponsor

Moegamat Alexander

CTS Liaison / Resource

CTS

Brett Landers

CTS Project Officer

CTS

Table 6: CTS Business Case Contributors

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.6.4.2. Existing GBVIMS Platform and Online Access

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Approvals / Authorisation and Governance SIGNATURE

DATE OF ISSUE

PROJECT ROLE

ROLE DESCRIPTION

Central Committee (Dr Phaho, Prof Balkaran, Prof Peter and Dr Cupido)

Business: Project Sponsor or Authorised Representative

Person accountable for the project

Moegamat Alexander

CTS Resource or Liaison Person

CTS Resource responsible for project liaison with Business Project manager

Jerome Corns

CTS Director

Accountable for CTS approval and CTS resource assignment

Dr Xena Cupido

Business: Project Manager

Responsible for the dayto-day management of the Project

Table 7: Approvals/ Authorisation and Governance Please Note: The Business Project Manager is responsible for the Project Management function of the project. The Business Unit retains the ownership of the project, reports on progress, performs project management function, unless specifically mentioned below, either in specified changes or in the CTS Board Feedback.

Specified changes CTS Management Board Feedback

Approved - CTS Management meeting (03/04/2024)

Project Deliverable or Activity Initiation Phase Submit Project Request Initial CTS B-Case Document Research Solution Finalised B-Case CTS Management Review Deliverable/Activity 6 Planning Phase Create Schedule Create additional plans as required Deliverable/Activity 3 Deliverable/Activity 4 Execution Phase Build Deliverable Purchase Solution Create Status Updates Deliverable/Activity 4

Project Leadership

Project Team

A/C C C R/A I R/A

R/A R R/A A/C R/A R/A I C

A A

R R

I A

I/C A/R

C C

Project Sub-Teams

Other Resources C A C A I

Name or Role 5

Name or Role 4

Vendor

Consultant

PMO

Name or Role 5

Name or Role 4

System Support

Developer

Business Analyst

Name or Role 5

Name or Role 4

Name or Role 3

CTS Liaison

Project Manager

Name or Role 5

Name or Role 4

Name or Role 3

CTS Management

Sponsor

RACI Matrix Template

ROLES

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

NAME

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Annual Institutional Gender-Based Violence Report 2024

Project Deliverable or Activity Closure Phase Create Closure Report Post Implementation Support Deliverable/Activity 3

Project Leadership

Project Team

C

R/A C

I

Project Sub-Teams

Name or Role 5

Name or Role 4

Vendor

Consultant

PMO

Name or Role 5

Name or Role 4

System Support

Developer

Business Analyst

Name or Role 5

Name or Role 4

Name or Role 3

CTS Liaison

Project Manager

Name or Role 5

Name or Role 4

Name or Role 3

CTS Management

Sponsor

ROLES

P STO V B G

Other Resources C

Figure 6: RACI Matrix R = Responsible

C = Consulted

I = Informed

Distribution NAME

PROJECT ROLE

Dr Xena Cupido

Business Project Requestor

Dr Xena Cupido

Business Project Manager

Central Committee (Dr Phaho, Prof Balkaran, Prof Peter and Dr Cupido)

Business Project Owner / Sponsor

Moegamat Alexander

CTS Resource or Liaison Person

Brett Landers

CTS Project Officer

DATE OF ISSUE

Table 8: Distribution 1.

BUSINESS CASE SUMMARY

PROJECT NAME / TITLE

GBV MANAGEMENT INFORMATION SYSTEMS

Business Project Owner

Central Committee (Dr Phaho, Prof Balkaran, Prof Peter and Dr Cupido)

Business Project Manager

Dr Xena Cupido

Brief Project Description

GBV Information Management System and Data Analytics

Business Internal Budget (Yes / No)

Yes

Total Estimated (high level) Cost

R30000.00 Estimated. App developer cost - student interns are being used for this purpose

Estimated Project Completion Date

03/06/2024, (indicated 3 - 6 months)

Summary of Project Benefits

Informed Intervention, Monitoring of Incidences, Reporting on Data

Figure 7: Business Case Summary

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

A = Accountable

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2.

INTRODUCTION AND BACKGROUND

PROJECT DESCRIPTION GBV Information Management System and Data Analytics Dr Cupido stated : “At the last GBV committee meeting, we presented an opportunity to the committee to consider standardising a reporting system, to collect data on GBV incidences and hopefully minimise underreporting. I have been in contact with Prof Twum-Darko (GCM), who works with CPUT students to assist with the development of applications that may be helpful in this regard. This would need to be done in conjunction with CTS. “

3.

SITUATION ANALYSIS

BUSINESS PROBLEM TO BE ADDRESSED Currently, there is no central data which manages the way GBV data is being collected. There is a need for a central MIS to handle and report on GBV Data.

Development of the MIS System

4.

STAKEHOLDER ANALYSIS

NAME

PROJECT ROLE

Dr Xena Cupido

Business Project Requestor

Dr Xena Cupido

Business Project Manager

Central Committee (Dr Phaho, Prof Balkaran, Prof Peter and Dr Cupido)

Business Project Owner / Sponsor

Moegamat Alexander

CTS Resource or Liaison Person

Brett Landers

CTS Project Officer

Expected Benefits ANTICIPATED BUSINESS BENEFITS Informed Intervention, Monitoring of Incidences, Reporting on Data

Business Options AVAILABLE INTERNAL STAFF TO SUPPORT POST GO-LIVE DATE Yes BUILD VS BUY OPTIONS Yes

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P STO V B G

Major Risks Associated with the Project PROBABILITY

IMPACT Insignificant

Minor

Moderate

Major

Catastrophic

Almost Certain

16

17

23

24

25

Likely

9

14

15

21

22

Moderate

3

8

13

19

20

Unlikely

2

6

7

12

18

Rare

1

4

5

10

11

The GBV Response_ Kwanele APP for Survivors on behalf of Pillar 6 – 15 July 2025 • The aim of the organisation is to enable access to justice for survivors of GBV through innovative technology, data-informed reporting, and capacity-building. To create a world where everyone feels safe.

Kwanele/App/GRIT: • GRIT: A mobile application launched in 2022 to provide fast access to emergency services, real-time evidence tracking, and safe information storage for GBV survivors. It also includes a step-by-step guide for navigating the legal process.

• Chat GBV: An AI chatbot offering information and support to GBV survivors regarding their rights and available services.

• Services: Providing support and justice for GBV survivors through technology and legal aid. Access to sexual and reproductive healthcare, including abortion services for GBV survivors.

Pillar 6 Response: • GRIT is a good initiative – may need to be more refined for CPUT purposes • It was agreed that a Needs/Gap Analysis Survey would be developed, followed by a round table discussion with representatives from the committee, including staff and student voices. Pillar 6 will work closely with the CDSIC to convene the engagement with representatives from the various IGBV pillars • CTS to be included in the conversation in the development of any information systems – the project has been registered.

3.6.7.

Areas to be addressed through the Survey and Round-table discussion based on the Logic

• Model-based in the Policy Framework to address GBV in the Post-School Education and Training System (PSET) STRATEGIC OBJECTIVE

RESPONSIBILITY

ACTIVITIES

Focus on Enabling Environment

Pillar 1-6

Conceptualisation and Understanding of GBV: • Build a common understanding and adopt a set of common objectives.

• Conceptualise and coordinate a national GBV Advocacy Campaign in PSET institutions (within budgetary/resource constraints).

• Monitor debates, issues, and recommendations and identify implications.

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STRATEGIC OBJECTIVE

RESPONSIBILITY

ACTIVITIES

Focus on Institutional Policies

Pillar 1-6

Survey to identify the following baseline information: • The institution has a GBV policy that adheres to the minimum standards set up by the Department • Ensure that the eradication of GBV is identified as one of the drivers for social inclusion, as outlined in the Policy Framework for the Realisation of Social Inclusion in the PSET (2016), • GBV indicators for institutions included in the agreed Social Inclusion indicators and reporting • Establish just, specialised and efficient procedures for the reporting, investigation and resolution of complaints

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

Focus on Internal Structures

Focus on Guidelines

Focus on Support

• Establish whether set structures, mechanisms and processes are in place to address GBV, harassment, and discrimination, including to: (1) provide awareness, information, advice, and guidance to prevent GBV; (2) deal with the safety of students and staff; (3) handle incidents of GBV; (4) provide adequate assistance and psychosocial support to survivors of GBV; and also (5) effectively deal with perpetrators and establish good relationships with community bodies, places where students are hanging out, local SAPD, local community policing forum and other relevant structures Pillar 1-6

• Develop clear guidelines around the process of reporting any case of GBV • Develop policies, services and procedures for students and staff to report any GBV incidents that happen on campus • Put confidential processes and procedures in place that survivors can report incidences of GBV without fear • Commit to provide regular feedback to complainants regarding progress in the investigation • Put support and assistance mechanisms in place that can immediately offer support to survivors of GBV in PSET institutions • Provide free access to complainants to different forms of emotional and social support, including peer support, regardless of whether or not proceedings are instituted. This also includes access to external systems of support and counselling.

• Put in place measures to protect complainants’ safety.

• Record and report cases, support and assistance properly and systematically.

• Develop communication mechanisms as part of their awareness campaigns to introduce students and staff to the effective reporting of GBV on campus.

• Train and continuously support reporting officers to present options to complainants.

• Empower staff who have extensive contact with students (such as lecturers or residence wardens) with their institutions’ reporting procedures, and include it as part of their job description.

• Ensure that background checks are done in all PSET institutions before appointing any council member, staff member or support personnel on campuses for GBV offences.

Table 8: Model-based in the Policy Framework to address GBV in the Post-School Education and Training System

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3.6.8.

GBV Survey

P STO V B G

The CDISC GBV Survey proposal aimed at assessing the prevalence and impact of SGBV among CPUT students.

The survey will be distributed via multiple communication channels, including SMS, WhatsApp, and email, to capture students' personal experiences, observations, and perceptions of SGBV on campus. The data collected will contribute to understanding the extent and nature of SGBV at CPUT, serving as a baseline for future interventions and policy development. Given the sensitive nature of the study, the IGBVC recommended that the Health and Wellness Sciences Research Ethics Committee (HWSREC) oversee the ethics approval process, ensuring compliance with ethical research standards.

Next Steps

Pillar 6 remains committed to enhancing GBV research, policy integration, and institutional collaboration. Moving forward, the focus will be on: • Strengthening cross-pillar partnerships for research and advocacy; • Accelerating the development of the CPUT GBV Information Management System for effective case tracking and response; and • Regular updates will be provided to the Institutional GBV Committee, ensuring transparency and continuous progress in CPUT’s commitment to creating a safer and more inclusive university environment.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV

3.6.9.

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SECTION 4

Recommendations and Conclusion 4.1. Recommendations 4.1.1.

Institutionalise GBV Prevention and Response Mechanisms

• Embed GBV policy frameworks into all university systems, ensuring they are not treated as standalone interventions.

• Strengthen capacity-building within faculties, residences, and student governance structures.

• Establish an integrated institutional framework that consolidates GBV prevention, mentorship, student well-being, food security, and curriculum transformation under a centralised hub, with inclusive education embedded across the student lifecycle.

4.1.2.

Strengthen the Role of the Institutional Gender-Based Violence Committee (IGBVC)

• Ensure that all IGBVC Pillars are active, funded, and monitored.

• Promote cross-pillar collaboration to align on priorities and reduce duplication of efforts.

• Strengthen accountability and sustainability by standardising faculty transformation indicators, securing longterm funding for key programmes, and implementing robust monitoring and evaluation systems to track impact and drive continuous improvement.

4.1.3.

Enhance Data Collection and Reporting Systems

• Develop a centralised and secure reporting mechanism to capture GBV incidents, trends, and interventions.

• Facilitate anonymous reporting and regular reporting updates across university structures.

4.1.4.

Expand Survivor-Centred Support Services

• Establish or enhance trauma-informed and survivor-centred services, including counselling, legal aid, and academic support.

• Increase the visibility and accessibility of support structures across all campuses.

4.1.5.

Drive Awareness and Engagement Through Education

• Institutionalise year-long GBV awareness campaigns, not just during 16 Days of Activism.

• Integrate GBV, gender equity, and social justice education into curricula and co-curricular programmes.

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4.2. Action Items Policy and Governance • Finalise and adopt the Institutional GBV Policy.

• Conduct an annual review of institutional policy effectiveness and implementation across faculties and departments.

• Mandate staff and student GBV training as part of orientation and continued professional development.

Capacity Building • Train student leaders, residence assistants, and frontline staff on GBV prevention and trauma-informed care.

• Appoint GBV focal points in each faculty or campus.

Monitoring and Evaluation • Launch a dashboard for tracking GBV cases and interventions with quarterly reporting.

• Commission an external evaluation of the university’s GBV strategy every two years.

Engagement and Partnerships • Forge partnerships with local shelters, clinics, SAPS, and NGOs for holistic survivor support.

• Include student voices in GBV strategy design, evaluation, and decision-making platforms.

Campaigns and Programmes • Introduce a Men’s Engagement Strategy to challenge harmful norms and promote accountability.

• Expand programmes like Crucial Conversations, peer education, and dialogues on gender and safety.

• Launch a GBV Awareness Toolkit to standardise messaging across the university.

4.3. Conclusion The 2024 IGBVC Annual Report underscores CPUT’s unwavering commitment to eradicating GBV within the university community. Through robust governance structures, integrated GBV response mechanisms, and collective action across the institution, significant strides were made in 2024. By aligning the work of the IGBVC with national imperatives, including the DHET Policy Framework, the National Development Plan, and the National Strategic Plan on GBVF, CPUT has positioned itself as a leader in addressing GBV in the higher education sector.

Despite persistent challenges, the university’s strategic focus on accountability, capacity building, and data-driven interventions has strengthened its ability to prevent and respond to GBV effectively. This report serves not only as a comprehensive reflection on progress but also as a call to action for continued collaboration and innovation. Guided

by Vision 2030, CPUT remains resolute in fostering a safe, inclusive, and equitable environment where every member of the community can thrive free from violence and discrimination.

P STO V B G

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5. Addenda ADDENDUM 1: CPUT’s linkages with Thuthuzela Care Centres 2024/25 PROVINCIAL MANAGERS

THUTHUZELA CARE CENTRE (TTC) HOSPITAL SITE

CASE MANAGERS

SITE COORDINATOR/ SURVIVOR ASSISTANCE OFFICER

Adv Mark Kenny Cell: 0842514417 mkenny@npa.gov.za

Atlantis TCC Wesfleur Hospital, Wesfleur Circle

n/a

Charmine Hansen (SC)

Adv Garry Titus Cell: 0724566746 gtitus@npa.gov.za

Karl Bremer TCC Karl Bremer Hospital, Corner Mike Pienaar Boulevard and Frans Conradie Avenue, Bellville

Ms Waldette Packery

Ms Nobuhle Malunga (SC)

Khayelitsha TCC Khayelitsha Hospital Khayelitsha Community Health Centre Lwandle Road, Site B, Khayelitsha

Ms Audrey Phiri

Ms Vuyiseka Nogqala (SC) Ms Joyce Kutumelo (VAO)

George TCC George Provincial Hospital, Davidson Road, Glen Barrie, George

Ms Gerda Marx

Ms Tasneem Smith (SC)

Mannenburg TCC GF Jooste Hospital, Duinefontein Road, Mannenburg

Ms Lisle Nel

Ms Mandisa Ngonongono (SC) Ms Lauren Thomas (VAO)

Paarl TCC Hospital Street, Paarl Mernoleon Street, Paarl

n/a

Ms Simone Bothma (SC)

Worcester TCC Worcester Hospital, Murray Street, Worcester

Ms Cindy Abdol

Ms Cindy Williams (SC) Ms Janine Fredricks (VAO)

Victoria TCC Victoria Hospital, Alphen Hill Road, Wynberg

Ms Lisle

Ms Edlyne Van Willlingh (SC)

Stellenbosch TCC Corner Helshoogle and Protea Roads, Idas Valley, Stellenbosch

n/a

Ms Daniella Abrahams (VAO)

Mitchell’s Plain TCC Mitchell’s Plain District Six, A Z Berman Drive, Mitchell’s Plain

Ms Samantha Sauls

Ms Scaha Paulse (SC)

Adv Henley Sass Cell: 0738187051 hsass@npa.gov.za

Table A1: CPUT’s linkages with Thuthuzela Care Centres 2024/25

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ADDENDUM 2: SAPS Family Violence, Child Protection and Sexual Offences Units (FCS) units supporting CPUT in Western Cape CPUT CAMPUS

FCS UNIT SERVING AREA

COMMANDER’S NAME

COMMANDER’S CELL NUMBER

Milnerton FCS

Captain Andrews

079 893 9979

Bellville FCS

WO Jaftha Commander

082 559 4656

021 590 1001

Bishop Lavis

Captain Taylor

082 522 1090

021 935 9813

Delft FCS

Lieutenant Col van Niekerk

082 522 1040

021 918 3699 021 980 5646

Kraaifontein FCS

Captain Rogers

082 522 1039

Kuilsriver FCS

Captain Mc Donald

082 334 8416

Khayelitsha FCS

Captain Taude

073 878 6918

021 360 2435

George FCS Unit

Lieutenant Col Matthys

082 778 7291

044 803 4621

Nyanga FCS

Col Booysen

082 559 4621

021 376 9860

Wellington

Paarl FCS

Captain Col Beziek

082 777 4473

021 872 3546

Victoria

Worcester FCS

Lieutenant Col van der Walt-Unit commander

082 522 1033

023 346 5800

Cape Town FCS

Captain Reyneveld

082 334 7523

021 467 8581

Claremount FCS

WO Sonday

082 522 1072

021 657 1966

Milnerton FCS

Captain Andrews

079 896 9979

021 784 2742

Muizenberg FCS

Captain Jacobs

082 469 2976

021 799 1315

Wynberg FCS

Captain Abrahams

082 522 1072

Stellenbosch FCS

Captain Wolmarans

082 469 7214

021 809 9165/8

Mitchell’s Plain FCS

Lieutenant Col Nash

082 334 8360

021 376 9889

Bellville

OFFICE NUMBER

STANDBY PHONE NUMBER

Table A2: SAPS Family Violence, Child Protection and Sexual Offences Units (FCS) units supporting CPUT in the Western Cape As part of South Africa’s comprehensive anti-rape strategy, Thuthuzela Care Centres (TCCs) serve as essential onestop facilities designed to reduce secondary victimisation and improve the successful prosecution of sexual offences.

CPUT benefits from the specialised services offered at TCCs, ensuring survivors receive immediate support, medical care, legal assistance, and psychosocial services in a survivor-centred environment.

The key services available to CPUT community members at TCCs are as follows : • Survivors are welcomed and assisted by a site coordinator or nurse, who explains the medical examination process and evidence collection procedures.

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• A medical professional conducts an examination (with consent) in the presence of a nurse, followed by access to bathing or shower facilities. Survivors also receive treatment for sexually transmitted infections (STIs), HIV, and other health concerns, along with scheduled follow-up care.

• An investigating officer interviews the survivor, takes a statement, and facilitates legal proceedings, while a specialist prosecutor consults on the case before it proceeds to court.

• Counsellors/nurses/social workers provide immediate counselling, with referrals for long-term psychological support when needed. Survivors can also be placed in a safe shelter if necessary.

• Survivor assistant officers offer court readiness training, and case managers ensure survivors are informed about trial proceedings and case outcomes.

• Survivors are provided with transport home via ambulance or investigating officers, ensuring their safety and wellbeing.

Through access to these services, CPUT strengthens its commitment to survivor-centred support, ensuring that those affected by GBV receive comprehensive care, legal assistance, and the resources needed to navigate the path to justice and recovery

ADDENDUM 3: Other Key Stakeholders that provide GBV intervention programmes to students The following are key partners that assist students on GBV-related matters: STAKEHOLDER

ROLE

CONTACT DETAILS

Higher Health

Educational material and support act as an implementing agency for the Department of Higher Education and Training.

Stephanie Hendry Email: stephanie.jv@higherhealth.ac.za

Western Cape Government Health Department (WCGH)

Support in Sexual and Reproductive Health (SRH) Services

Tel: 021 202 0922 Email: Ferial.Smith@westerncape.gov.za Website: www.westerncape.gov.za

Department of Social Development

Social crime prevention and youth development

Regional Michele.Palmer@westerncape.gov.za Natasha.Siebritz@westerncape.gov.za

https://higherhealth.ac.za/

https://www.dsd.gov.za/

National Social Crime Coordinator Ditebogo Manana Email: ditebogm@dsd.gov.za Social Work Policy Manager Motshabi Nkoana Email: motshabin@dsd.gov.za Rape Crisis

Training and Development

Michelle Bergh Tel: 021 684 1180 Email: michelle@rapecrisis.org.za

South African Director

Tshitso Mosolodi Email: tshitso@snakenation.co

PlanetUni Pastor

Pastor Brent Brydon Email: brentb@planetshakers.co.za

https://rapecrisis.org.za/, Snake Nation https://snakenation.co/ PlanetUni Church https://www.planetshakers. com/church/cape-townchurch/

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6. References African Union. (2003) Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa. Available at: https://www.ohchr.org/sites/default/files/Documents/Issues/Women/WG/ ProtocolontheRightsofWomen.pdf Department of Justice and Constitutional Development. (2020) National Strategic Plan on Gender-Based Violence and Femicide. Available at: https://justice.gov.za/vg/gbv/NSP-GBVF-FINAL-DOC-04-05.pdf Southern African Development Community (SADC). (1997) Declaration on Gender and Development. Available at: https://www.sadc.int/files/3913/5292/8364/Declaration on Gender Development 1997.pdf United Nations. (1979) Convention on the Elimination of All Forms of Discrimination against Women (CEDAW): General Recommendations 12 and 19. Available at: https://www.ohchr.org/en/treaty-bodies/cedaw/generalrecommendations United Nations. (1993) Declaration on the Elimination of Violence against Women. Available at: https://www.ohchr. org/en/instruments-mechanisms/instruments/declaration-elimination-violence-against-women

P STO V B G

+27 (0)21 959 6767 info@cput.ac.za @cput @wearecput www.cput.ac.za www.facebook.com/cput.ac.za