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28 March 2017

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The new Statute has been published - let's celebrate

Klik hier om die Afrikaanse boodskap te lees.

Tobetsa fa go buisa molaetsa ka Setswana.

Dear colleague,

This is a message in celebration of the publication of our new Statute in the Government Gazette. The new Statute is now the law that governs our university, encapsulating and enabling all that we discussed and later decided upon regarding a new strategy and structure. Now we can go full steam ahead and make it a reality.

While the filling of the posts of deputy vice-chancellors, executive deans, deputy deans, academic directors and deputy directors (where necessary) can now take place, the crucial point I wish to make is that we do not have to wait a moment longer to start realising our dream for the North-West University.

The encouraging news is that this is exactly what is taking place in various parts of the university, where colleagues have picked up the baton and are running. This is not a moment too soon, as the pressure on the NWU is mounting to translate our strategy into tangible evidence of our commitment to academic excellence, social justice and the living of our values.

We are seen and judged as a unitary university, which means that our programmes have to be on par (internally and externally), there should be an equitable spread of our teaching staff (in terms of their qualifications, experience and levels of seniority), our provision of services and facilities has to be of a similar quality on all campuses and the student experience has to be equivalent and equitable.

Our dream is to achieve these important objectives over time, taking all the realities we face into consideration. But our short-term goal is to intensify the good work mentioned above. My message is simple: take responsibility for what you can do now to contribute to our objective of building a unitary university where academic excellence is the key imperative. There is no need to wait. You are the only one that can change that part of the university for which you are responsible for the better.

Of course we need to engage in these activities as teams, whether within (new) subject groups, schools or faculties. In these various contexts the energy and vision of leaders are crucial. But without the active, constructive support of individual staff members these leaders will not succeed.

What does this mean in practice? Key to achieving our shared dream, and to our ongoing success, is that we will need to forge new relationships – between deans and deputy-deans, between directors and deputy-directors, and between members of schools and subject groups. We will have to be creative in how we communicate across campuses, all the while keeping in mind that the new across-campus faculties are the building blocks of the new, transformed and ever transforming North-West University.

The energy that is already apparent where colleagues discover each other as co-workers in the same entity is tangible and exciting. Together we will invigorate our programmes and together we will come to discover how to foster a commitment to social justice in all the activities of our university. Together we will realise the reality of a unitary university in which all our staff and students feel welcome and valued. Then they will have the confidence to express their views freely and openly, within a context of vibrant, respectful dialogue that celebrates diversity.

One such a topic which must form part of our ongoing dialogue is how we should renew our curricula to meet the legitimate calls for decolonisation. We cannot shy away from this and must come to grips with what it could imply for every subject and student life in general. Another dimension of this curriculum renewal is remaining relevant and responsive to national needs. This includes producing high-level people power for our economy and meeting the ongoing challenges of industry, in particular the needs of our unfolding knowledge-economy. To stay relevant we have continuously to change for the better.

We have to become more diversified and leverage the true value that this will add to our dream. New appointments have to be made strategically in order to reach our demographic targets and strengthen the intellectual diversity of our university. This is a crucial part of our new strategy and requires of directors and deans to own and manage employment equity targets that will help us achieve these goals.

I do not wish to be prescriptive as to how you go about achieving greater unity at school level, but from what is already being done or envisaged for the near future, one can suggest the following as minimum targets:

  • Regular meetings (in person or through teleconferencing) between teaching staff who are part of (or is soon to be part of) new subject groups, schools and faculties. These are not to be wasteful talk shops, but opportunities to learn from each other and to plan for a shared future.
  • Rigorous mechanisms should be in place to assure the maintenance of academic standards at all the delivery sites where a programme is offered, and in all delivery modes. At the very least this means using the same external moderator for an exit-level module, and ensuring that the same internal moderators validate assessment standards in modules. As far as possible, it also means the use of the same handbooks and examination and test papers. This is not always possible to achieve in practice due to logistical difficulties. Where not possible, there must be no deviation from the set learning outcomes.
  • Teaching at another campus from time to time. Is one week per year asking too much? Cross-campus avenues have to be explored and blended learning should become part and parcel of what we do.
  • Where necessary, more experienced members of staff should mentor members of staff at other campuses.
  • Students must share views and experiences from time to time with those who are following the same programme at another campus. Student excursions could be co-ordinated with a view to shared industry experiences.

All this should be done while giving careful attention to student experience in order to really make all our faculties a home for our students. In the same breath, the all-important experience of teaching staff has to be managed carefully in order to provide them with a satisfying, productive work environment.

Our support staff plays an important role in realising the above-mentioned. They often interact daily with students and help to provide an enabling and conducive environment for them to live and study in. New structures and reporting lines are already in place and we can see this bearing fruit. Think what we can achieve over time! I envisage smoother operations, better quality and improved efficiencies.

The ethic of care we pride ourselves on is essential if the above is to be achieved. Let each of us view this as a personal objective.

This is simultaneously a message of gratitude for what has been achieved in the past, and a message of hope for what we are working towards. The North-West University is a place for optimists and problem-solvers, a place for achievers and leaders. Leave your comfort zones behind and embrace the challenges that no longer merely “lie ahead”, but are already part of our lives.

Please join me on this road. It is one worth travelling.

Kind regards


Prof Dan Kgwadi



Please send any comments and feedback to Marelize Santana


Die nuwe Statuut is gepubliseer - kom ons vier dit

Beste kollega,

Hierdie is 'n boodskap ter viering van die publikasie van ons nuwe Statuut in die Staatskoerant. Die Statuut is nou die wetgewing waarvolgens ons universiteit bestuur word. Dit vat alles saam wat ons oor die nuwe strategie bespreek en besluit het en gee aan ons die gereedskap daarvoor. Nou kan ons volstoom voortgaan en dit 'n werklikheid maak.

Ons kan voortgaan met die vul van die poste van adjunkvisekanseliers, uitvoerende dekane, adjunkdekane, akademiese direkteure en adjunkdirekteure (waar nodig). Maar die kritieke punt wat ek graag wil maak, is dat ons nie 'n enkele oomblik hoef te wag om die ons droom vir die Noordwes-Universiteit waar te maak nie.

Die bemoedigende nuus is dat dit presies is wat op verskeie plekke in die universiteit aan die gebeur is – daar waar kollegas die bal vat en hardloop. Dit is nie 'n oomblik te vroeg nie, aangesien die druk op die NWU toeneem om sy strategie om te sit in tasbare bewyse van ons toewyding aan akademiese uitnemendheid, maatskaplike geregtigheid en die uitleef van ons waardes.

Ons word as 'n unitêre universiteit beskou en beoordeel, wat beteken ons programme moet (intern en ekstern) op peil wees, daar moet 'n billike verspreiding van doserende personeel wees (wat betref kwalifikasies, ervaring en vlakke van senioriteit), ons voorsiening van dienste en fasiliteite moet van soortgelyke gehalte op al die kampusse wees en die studente-ervaring moet gelykwaardig en billik wees.

Ons droom is om hierdie belangrike doelwitte oor tyd heen te bereik, met inagneming van die realiteite waarmee ons te kampe het. Maar op kort termyn is ons doelwit om die goeie werk waarna hierbo verwys word selfs beter te doen. My boodskap is eenvoudig: neem verantwoordelikheid vir wat jy nou kan doen om ons doelwit van 'n unitêre universiteit waar akademiese uitnemendheid die sleutelvereiste is, te bevorder. Ons hoef nie te wag nie. Jy is die enigste een wat daardie stukkie van die universiteit waarvoor jy verantwoordelik is, ten goede kan verander.

Natuurlik moet ons in spanverband aan hierdie sake werk, of dit nou binne (nuwe) vakgroepe, skole of fakulteite is. In hierdie kontekste is die visie en energie van leiers van groot belang. Maar sonder die aktiewe, konstruktiewe ondersteuning van individuele personeellede sal die leiers nie slaag nie.

Wat beteken dit in die praktyk? Dit is noodsaaklik vir die bereiking van ons gedeelde droom én van ons voortgaande sukses, dat ons nuwe verhoudings sal moet smee – tussen dekane en adjunk-dekane, tussen direkteure en adjunk-direkteure, en tussen lede van skole en vakgroepe. Ons sal kreatief moet wees oor hoe ons tussen kampusse kommunikeer terwyl ons in die oog hou dat die nuwe oorkampusfakulteite die boustene is van die nuwe, getransformeerde en steeds transformerende Noordwes-Universiteit.

Die energie wat reeds sigbaar is waar kollegas mekaar as medewerkers in dieselfde entiteit ontdek, is aanvoelbaar en opwindend. Saam sal ons ons programme nuwe lewe gee en saam sal ons ontdek hoe ons toewyding aan maatskaplike geregtigheid in al ons doen en late kan koester. Saam sal ons 'n unitêre universiteit verwesenlik waarin al ons personeel en studente welkom en gewaardeerd sal voel. Dan sal hulle die selfvertroue hê om hul menings vrylik en openlik uit te spreek, binne die konteks van 'n lewendige, respekvolle debat wat verskeidenheid vier.

Een so 'n onderwerp vir die voortgaande dialoog is hoe ons ons leerplanne moet vernuwe om te voldoen aan die regmatige eise tot dekolonisering. Ons kan nie hiervan wegskram nie en moet vasstel wat dit vir elke vakgebied of die studentelewe in die algemeen kan beteken. 'n Ander dimensie van hierdie kurrikulumvernuwing is om relevant en sensitief vir nasionale behoeftes te bly. Dit sluit in die lewering van hoëvlak-mensekrag vir ons ekonomie en voldoening aan die veranderende vereistes van die bedryf. Hier dink ek in die besonder aan die ontplooiing van 'n kennisekonomie. Om relevant te bly, moet ons deurlopend ten goede verander.

Ons moet meer divers raak en die werklike waarde benut wat dit tot ons droom sal toevoeg. Nuwe aanstellings moet strategies gedoen word ten einde ons demografiese doelwitte te bereik en die intellektuele diversiteit van ons universiteit te versterk. Dít is 'n sleutelaspek van ons nuwe strategie en vereis van direkteure en uitvoerende dekane om indiensnemingsgelykheidsdoelwitte hul eie te maak en te bestuur sodat ons hierdie doelwitte kan bereik.

Ek wil nie voorskriftelik wees oor hoe jy groter eenheid op skoolvlak kan bereik nie, maar in die lig van wat reeds gedoen is of in die vooruitsig gestel word, kan die volgende as minimumdoelwitte voorgestel word:

  • Gereelde vergaderings (persoonlik of via telekonferensies) tussen doserende personeel wat deel is van (of binnekort deel gaan word van) nuwe vakgroepe, skole en fakulteite. Hierdie moet nie 'n nuttelose gepraat wees nie, maar geleenthede om van mekaar te leer en 'n gesamentlike toekoms te beplan.
  • Streng maatreëls moet in plek wees om akademiese standaarde op alle afleweringspunte te handhaaf waar 'n program aangebied word. Dit geld ook alle vir vorme van aanbieding. Dit beteken dat ten minste dieselfde eksterne moderator gebruik moet word vir uittreevlakmodules. Verder moet gesorg word dat dieselfde interne moderators vir 'n module gebruik word ten einde te verseker dat assesseringstandaarde gehandhaaf word. Dit impliseer dat dieselfde handboeke en toets- en eksamenvraestelle sover moontlik gebruik moet word. Weens logistieke redes is dit dalk nie altyd haalbaar nie, maar daar mag nie van die vasgestelde leeruitkomste afgewyk word nie.
  • Die gee van klasse van tyd tot tyd op ander kampusse. Is een week per jaar te veel gevra? Ons moet maniere vind om oor kampusse heen by mekaar uit te kom en vervlegte leer moet 'n normale deel van ons aanbieding wees.
  • Waar nodig moet ervare dosente hul kollegas op ander kampusse mentor.
  • Studente moet van tyd tot tyd hul idees en ervarings deel met diegene wat dieselfde programme op ander kampusse loop. Studente-uitstappies kan gekoördineer word om gedeelde bedryfservarings mee te bring.

Dit alles moet gedoen word terwyl sorgvuldig aandag gegee word aan studente-ervaring sodat al ons fakulteite 'n tuiste aan studente bied. In dieselfde asem moet die net so belangrike dosente-ervarings ook sorgvuldig bestuur word sodat hulle 'n bevredigende, produktiewe werkomgewing geniet.

Ons ondersteuningspersoneel speel 'n belangrike rol om bogenoemde waar te maak. Hulle het dikwels daaglikse kontak met studente en help om 'n gunstige omgewing te skep waarbinne studente kan leef en studeer. Nuwe strukture en rapporteringslyne is reeds in plek en ons sien al die vrug daarvan. Dink net wat ons oor tyd heen kan verrig! Ek voorsien flinker werksaamhede, beter gehalte en verbeterde doeltreffendheid.

Die etiek van omgee waarop ons onsself beroem, is noodsaaklik as ons dit alles wil bereik. Laat elkeen van ons dit as 'n persoonlike doelwit aanvaar.

Hierdie is terselfdertyd 'n boodskap van dank oor wat in die verlede bereik is én ʼn boodskap vir dit wat ons nog wil bereik. Die Noordwes-Universiteit is 'n plek vir optimiste en probleemoplossers, 'n plek vir leiers en mense wat iets wil bereik. Laat jou gemaksones agter en gryp die uitdagings aan wat nie meer “voorlê” nie, maar reeds deel is van ons lewens.

Stap asseblief saam met my op hierdie pad. Dit is die moeite werd.

Vriendelike groete

Prof Dan Kgwadi


Stuur asseblief enige terugvoer en kommentaar aan Marelize Santana


Molaetsa go tswa go Motlatsamokanseliri go keteka kgatiso ya molao o mošwa

Modirimmogo yo o rategang,

Molaetsa o ke wa go keteka kgatiso ya Molao o Mošwa wa rona mo Kaseteng ya Mmuso. Molao o Mošwa ke molao o jaanong o laolang yunibesiti ya rona, mme o akaretsa mme o re fa bokgoni jwa go netefatsa gotlhe tse re di buileng le dikgato tse di tseilweng malebana le mosolatogamaano le popego tse dišwa. Jaanong re ka tswelela pele ka go tlhamalala mme re netefatse gotlhe.

Jaanong go ka tlatswa diphatlhatiro tsa batlatsa-motlatsamokanseliri, badini ba khuduthamaga, batlatsa-badini, bakaedi ba akatemi le batlatsa-bakaedi, (le mo go tlhokegang) mme ntlha e e botlhokwa e ke batlang go e sedifatsa ke gore ga go tlhokege gore re eme nako epe go netefatsa toro ya rona ya YBB.

Dikgang tse di tlhotlheletsang ke gore se ke fela jaaka go diragala mo dikarolong tse dintsi tsa yunibesiti, mo badirimmogo ba tsereng batone mme ba taboga ka yone. Kgatiso e ga e a diragala pele ga nako mme ke mo godimo ga tlhogo mo nakong ka gore re ne re le mo kgatelelong ya gore YBB e netefatse mosolatogamaano mme e bontshe ka bopaki gore e ineetse go tlisa boitseanape jwa akatemi, tshiamo ya boago le tlhomelo ya maikaelelo a rona.

Re bonwa re le yunibesiti e le nngwe mme se se raya gore diporokerama tsa rona di tshwanetse go tsamaisana (mo teng le kwa ntle), mme go tshwanetse go nne le batlhatlheledi ba ba lekanang ba ba rutang (go ya ka dithuto tsa bone le maitemogelo a bone le dilemo tsa bone) mme kabelo ya ditirelo le metswedi di tshwanetse go tshwana ka boleng mo dikhamphaseng tsotlhe le gore maitemogelo a baithuti a tshwanetse go lekalekana mme le ka madi di tshwane.

Toro ya rona ke go fitlhelela maikaelelo a a botlhokwa a mo nakong mme dinnete le mathata a re ka a bonang re di ele tlhoko fa re gatela pele. Boikaelelo jwa rona jwa nakwana ke go dira ka maatla go diragatsa ditiro tse di biditsweng fa godimo. Molaetsa wa me o bonolo fela, tsaya boikarabelo mo go se o ka se dirang jaanong mme o tswedise pele maitlhomo a rona a go aga yunibesiti e le nngwe mo boitseanape jwa akatemi e leng boikaelelobogolo. Ga go na nako ya go emela sepe. Wena, ke wena fela o le mongwe yo a ka fetolang go tokafatsa karolo ya yunibesiti kwa wena o direlang teng mme o na le boikarabelo koo.

Ka nnete re tshwanetse go dirisana ka ditiro tse re le ditlhopha, a ke ka mo ditlhopheng tsa dirutwa (tse dišwa), dikolo kampo magoro. Mo ditikologong tse di farologaneng maatla le ponelopele ya baeteledipele di botlhokwa thata. Kwa ntle ga ditiro tsa nnete ke kemonokeng ya badirimmogo ka bongwe ka bongwe, baeteledipele ba ka se bone katlego.

Se se raya eng mo tsamaisong? Ntlha e e botlhokwa thata gore toro ya rona e diragale le gore katlego ya rona e tswelele, ke gore re tshwanetse go aga dikamano tse dintšhwa - magareng a badini, batlatsa-badini, bakaedi le batlatsa-bakaedi, le maloko a dikolo le ditlhopha tsa dirutwa. Re tla tshwanelwa ke go tlhaeletsana ka mokgwa wa poposešwa magareng a dikhamphase re ntse re itse mme re tlhaloganya gore magoro a mašwa a a mo dikhamphaseng ka boraro ke tsone ditena tsa go aga Yunibesiti ya Bokone-Bophirima e e ntšhwa e e fetogileng e e tswelelang go fetoga.

Maatla a setse a bonagala mo badirimmogo ba ribolelana mme ba amogelana go nna badirimmogo ba yunibesiti e le nngwe. Tiragalo e e kgatlhisang thata. Mmogo re tlaa phedisa diporokerama tsa rona gore mmogo re ribolole gore re ka tsweletsa boineelo jwa rona mo tshiamong ya boago mo ditirong tsotlhe tsa yunibesiti ya rona. Mmogo re ka netefatsa go nna teng ga yunibesiti e le nngwe e mo go yone go nnang le badiri le baithuti ba ba ikutlwang gore ba amogelesegile mme ba bonwa ba le botlhokwa. Fa se se diragala batho ba ka itshepa go tlhagisa maikutlo a bone ka kgololesego kwa ntle ga go tshaba, mo teng ga tikologo e e matlhagatlhaga le dipuisano tsa tlotlo tse di ketekang pharologano.

Setlhogo se le nosi se se tswelelang go buisanwa ke gore re dire jang go ntšhwafatsa dikharikhulamo tsa rona gore di arabele dikopo tsa "decolonisation". Re ka se tshabe kgang e mme re tshwanetse go tshwara poo e ka manaka gore re bone phetogo e e ka tlisiwang mo serutweng se sengwe le se sengwe le mo bophelong jwa baithuti ka kakaretso. Karolo e nngwe ya ntšhwafatso ya ke gore re dule re lebane mme re arabele ditlhokego tsa setšhaba. Se se akaretsa kumo ya batho ba ba rutegileng ka maemo a a kwa godimo go ba tlisa mo ikonoming ya rona le gore ba arabele dikgwetlho tsa intaseteri, thata ditlhokego tsa ikonomi ya kitso e e tlhabologang. Gore re dule re lebane le ditlhokego re tshwanetse go nna re fetoge go nna botoka go feta.

Re tshwanetse go nna le pharologano go feta mme re maatlafatse boleng jwa nnete jo bo tla tlisiwang mo torong ya rona. Thapo ya badiri ba bašwa e tshwanetse go diriwa ka togamaano gore re fitlhelele maikaelelo a rona a temokerafi mme re maatlafatse pharologano ya tlhaloganyo ya yunibesiti ya rona. Se ke karolo e e botlhokwa ya togamaano e e ntšhwa ya rona mme se se tlhoka gore bakaedi le badini ba gape mme ba laole maikaelelo a tekatekanyothapo a a ka re thusang gore re fitlhelele maikaelelo a a rona.

Ga ke rate go tla ka tlhaloso ya gore re dire jang gore mo dikolong go nne le mowa o le mongwe mme go tswa mo go se se setseng se diragala kgotsa se se bonelwang pele mo isagong, motho a ka tshitshinya dintlha tse di latelang go nna maikaelelo a a minimamo:

  • Dikopano tse di tsenang ka tlhomamo ka gale (ke batho kgotsa ka dikhonferense tsa bidio) magareng a badirimmogo ba akatemi ba ba leng karolo ya kgotsa ba ba tlileng go nna karolo ya, ditlhopha tsa dirutwa, dikolo kgotsa magoro tse dišwa. Dikopano tse ga di a tshwanelwa go nna fela tsa go bua le go senya nako mme di tshwanetse go nna ditšhono tsa go rutana le go logela bokamoso jo bo tshwanang maano.
  • Dithulaganyo tse di matlhagatlhaga di tshwanetse go tlhomelwa go tlhomamisa gore maemo a a kwa godimo a akatemi a a tshegediwa nako yotlhe kwa mafelong otlhe a go ruta diporokerama ka mekgwa e e farologaneng. Maikaelelo a a simololang kwa tlase a ka nna go dirisa molekanyetsi yo o tshwanang wa kwa ntle mo mmojulung wa ngwaga wa bofelo mme le gore go tlhomamisiwe gore balekanyetsi ba ba tshwanang ba mo teng ba lekalekantsa maemo a tlhatlhobo mo dimmojulung. Mo go ka kgonagalang, se gape se raya gore go dirisiwe dibukakgakololo tse di tshwanang mo diporokerameng mme go tshwane le diteko le ditlhatlhobo. Se nako e nngwe ga se kake sa kgonagala mo tsamaisong ka lebaka la mathata a ditlha le dithulaganyo. Mo se se sa kgonagaleng teng go tshwanetse gore go nne le phapogo mo diphitlhelelong tse di beilweng.
  • Go ruta mo mafelong a mangwe a go ruta nako e nngwe go ya go e nngwe. A beke e le nngwe ka ngwaga e ka nna e ntsi? Ditirisanommogo go kgabaganya dikhamphase di tshwanetse go batlisiswa mme mokgwa wa go tlhakantsha mekgwa ya go ithuta di tshwanetse go nna karolo ya se re se dirang.
  • Mo go tlhokegang, go diriwe dithulaganyo tsa gore maloko a badiri ba maitemogelo a mantsi a rute badiri ba dikhamphase tse dingwe.
  • Baithuti ba tshwanetse go dirisana mme ba abelana dipono le dikakanyo nako e nngwe go ya go e nngwe le baithuti ba kwa dikhamphaseng tse dingwe ba ba ithutang diporokerama tse di tshwanang. Maeto-thuto a baithuti a tshwanetse go rulaganngwa mmogo ka pono ya go abelana maitemogelo a maeto kwa diintasetering.

    Dilo tse tsotlhe di tshwanetse go diriwa ka kelotlhoko ya gore maitemogelo a baithuti a tshwane mme magoro otlhe a nne magae a baithuti. Ka lone polelo le kakanyo e, maitemogelo a badiri ba ba rutang a a botlhokwa, a tshwanetse go laolwa sentle go ba fa bokgoni le tikologo ya tiro e e kgotsofatsang e e tlisang maungo.

    Dintlha tse di fa godimo di tshwanetse go tshegediwa le go emiwa nokeng ke badiri ba rona ba kemonokeng, ba nako e ntsi ba nnang le tlhotlheletsano le baithuti mme ba naya tikologo e e monate e mo go yone baithuti ba phelang mme ba ithuta mo go yone. Dipopego tse dišwa le ditsela tsa go repota di setse di dira mme re setse re bona di ungwa. Akanya fela ka nako re tla kgona mme re fitlhelele kae! Ke bonela pele ditsamaiso le ditiro tse di relelang fela mme le boleng jo bo tokafetseng.

    Re ikgogomosa ka dietiki tsa go tlhokomela le go dira ka pelo, mme tse di tlhokega gore tsotlhe tse di fa godimo di fitlhelelwe. A mongwe le mongwe wa rona a bone se go nna maitlhomo a sebele.

    Tsotlhe tse di fa godimo ka nako e le nngwe ke molaetsa wa tebogo wa se se fitlheletsweng mo nakong e e fetileng le tsholofelo mo go se re direlang go ya kwa go sone. Yunibesiti ya Bokone-Bophirima ke lefelo la bangunanguni le bararabololamathata, lefelo la bafitlheledi le baeteledipele. Tloga mo tikologong ya gago ya boiketlo mme tlamparela dikgwetlho tse di sa emang fela mo pele ga rona mme di setse di le karolo ya maphelo a rona.

    Ka kopo, palama tsela e le nna. Ke tsela e e botlhokwa go ka tsamaya.

Madume ka tumelo

Mop Dan Kgwadi



Tsweetswee romela ditshwaelo le dikakanyo kwa go Marelize Santana