RONÉL KOCH
Below I outline how my achievements have met the criteria for promotion in the area of community engagement:
GRANT WRITING AND PROJECT FUNDING
In April 2025, I applied for a Gender Grant from the Association of Commonwealth Universities (ACU) to the value of GBP 2,000, and I am currently awaiting the outcome. If awarded, the funding will be used to present Comprehensive Sexuality Education (CSE) workshops in the form of a breakfast series for interested Life Orientation educators. These workshops will be guided by the workbook I developed based on the findings of my PhD study. I have also recently submitted a budget plan to utilise R40,000 from the Early Career Researchers Project funding to support this initiative, which will commence in Semester 2 of 2025. Receiving the ACU grant would enable me to expand these workshops further and offer them at no cost to teachers on an ongoing basis. I have reached out to Mr Ismail Teladia, Senior Curriculum Planner at the WCED, to obtain a contact list of Life Orientation teachers to advertise the event and advertised on social media platforms. I am furthermore currently in consultation with the South African Council for Educators (SACE) to have my sexuality education workbook accredited. While this is a lengthy process, it is underway. Below is the front cover of the CSE workbook I developed.
COLLABORATIVE WORK
I have been working closely alongside an organisation called "Crossroads" since 2018. Crossroads is a SACE-accredited course that is offered annually to interested method of Life Orientation students that I teach. CrossRoads, launched in 1995 and now active in over 75 countries, is an educational programme in South Africa focused on life skills, character development, and values-based decision-making. It addresses challenges such as substance abuse, crime, HIV/AIDS, teenage pregnancy, and family violence. Teachers are trained to deliver the Life at the CrossRoads curriculum, which extends influence to students, parents, and the broader community, aiming to foster societal transformation through individual change. The last workshop was presented in the Van Der Ross Resource centre from 7-9 May 2025. Below I am with Nyameka Sonti, one of the presenters.
ERASMUS+ FUNDED VIVES GLOBAL ENGAGEMENT, BELGIUM
From 23-28 March 2025 I presented at a VIVES Global Engagement Week in Kortrijk, Belgium, fully funded by Erasmus+. It was a deeply enriching professional and personal experience. Through engaging presentations, intercultural dialogue, and meaningful connections with international colleagues, I gained fresh insights into inclusive education, teacher wellbeing, and participatory research. Highlights included my first presentation in front of an international audience on sexuality education in South Africa. The experience inspired recommendations for enhancing UWC’s 2026 Teaching Week. Please click here to download the full report.
ARTICLE INTERVIEW
In 2022, I was approached, interviewed, and quoted in an article on sexuality published by Bhekisisa, the Centre for Health Journalism. The interview was conducted by Zano Kunene, and the article is titled "Tongues & Other Taboos: Why Queer Sex Ed Is Good for Everyone." Below is a screenshot of a section of the article. Please click on this link to access the full article.
GUEST LECTURING
In 2021 was invited as guest lecturer by Prof Dirk Smit from the faculty of Dentistry at UWC to present two lectures as part of a post-graduate module on Behavioural Science and Dentistry for students specialising in Community Dentistry. I have also assisted the dentistry faculty with data analysis training for a qualitative PhD study. I was again invited to as a guest lecturer later this year in August of 2025 to lecture on Health Risk Behaviours. This is an ongoing collaboration across disciplines and faculties.
CIECT COLLOQUIUM PRESENTATION
I presented at the CIECT (eLearning) 11th Annual eLearning Colloquium on 01 November 2018 at the School of Public Health (UWC) on blended teaching practices. Below is an excerpt from what was published on Wordpress by CIECT.
Educational Psychology lecturer demonstrates the use of emerging technologies to make learning more meaningful
By CIECT on March 19, 2019
Lecturer, Ronel Koch from the Education Faculty presented at CIECT’s 11th Annual eLearning Colloquium in 2018. Ronel’s presentation focused on the use of various emerging technologies within the classroom for a large number of 1st and 3rd year students. This teaching approach is aligned to the IOP (2016-2020), which highlights the use of technology to make learning more meaningful. These emerging technologies include the use of:
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iKamva whereby students are able to access resources and engage in eAssessment activities (MCQ tests and short-answer responses). Classlists can be downloaded and the statistic tool showcases students’ activity within the online environment. The Tests & Quizzes are especially popular as students appreciate the immediate results that MCQs provide,
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Turnitin submissions that provide guidance to students on their academic writing,
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Google Applications including email and calendar (for appointments) which enables communication and feedback with students. Google drive was used for sharing assessments with assessors.
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Kahoot! web application was used to increase interactive class activities.
Furthermore, the 3rd year prospective Teacher Educators (over 200 students) were required to design an ePortfolio as an assessment activity to document the learning activities and competencies; as well as the teaching methods they would use in their classes. The ePortfolios showcased the following:
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Bio-sketch of student;
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Showcase activities identifying student learning needs,
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Understanding learners and their prior knowledge,
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Creation of lesson plans, exam papers and year-planning.
The lecturer highlighted that this form of assessment forced students to become more proficient in their use of technology and incorporate their own voices in presentations. The student feedback indicated that although they were apprehensive at first, they felt that they had accomplished on a professional level. Furthermore, they were able to apply theoretical knowledge, which allowed them to think deeply about the content and how they present themselves. One student even recommended the creation of ePortfolios as a method that must be “embedded within the education system”.
View the recorded presentation here: https://tinyurl.com/y4egczsl
Please contact CIECT to create your interactive online environments.
WORKSHOP PRESENTATION
In 2018, I was invited to present a workshop on managing behavioural challenges in the classroom at Parow-North Primary School. I drew on my experience as a teacher in England and shared the "Golden Time" behaviour management method we used there, which the teachers found both useful and insightful.
Golden Time is a positive behaviour management strategy I used while teaching in England. It involves setting aside a regular time—usually at the end of the week—for learners to enjoy fun, self-chosen activities as a reward for consistently good behaviour. All learners start the week with their full Golden Time, and if rules are broken, they may lose a few minutes. The approach encourages self-regulation and responsibility, while also reinforcing positive choices in a consistent and motivating way. Teachers I’ve shared this with have found it both practical and effective in promoting a positive classroom environment.