Sefako Makgatho Health Sciences University (SMU) has intensified its collaboration with Diphetogo Secondary School, transforming what began as outreach into a structured, multi-departmental development strategy. The first visit of the year took place recently, marking the continuation of a partnership designed to strengthen literacy, academic performance and holistic learner growth.
Sixteen second-year Physiotherapy students joined staff from the Departments of Physiotherapy, Academic Literacy, and Library and Information Services — a coordinated team with one objective: deliver measurable, sustainable impact.
The mission is direct and disciplined:
- Early intervention in Grade 8, with structured support through to Grade 10.
- Library development, including cleaning and shelving installation.
- Reading culture promotion through bibliotherapy and literacy programmes.
- Resource mobilisation, supported by the SALI Trust.
- Sustained physical activities.
Geoffrey Nkgadima from the Academic Literacy Department explained: “If we strengthen reading and comprehension early, we change academic trajectories. This is about long-term progress, not short-term optics.”
The school has committed to co-managing the development of its library space, sourcing quotations and ensuring transparency in resource allocation. For Mmakgoshi Reetseng from Library and Information Services, the approach is deliberate. “We are not donating books and walking away. We are building systems that the school can sustain.”
Academic excellence alone is not enough. The Diphetogo Mission integrates physical and cognitive development through structured sport and recreation. Learners are actively participating in soccer, netball, skipping rope, drum majorettes and chess — activities designed to cultivate discipline, teamwork and resilience.
Ntombenkosi Sobantu of the Physiotherapy Department, who chairs the project, emphasised the broader vision: “Physical movement strengthens mental focus. When learners engage in sport, we see confidence grow. That confidence translates into the classroom.”
Second-year Physiotherapy student Xitshembhiso Baloyi described the experience as transformative. “You realise community engagement is not theory. It is a responsibility. When we assist learners with posture, movement or simple exercises, we are investing in their future.”
The partnership also confronts structural realities. Donated materials, including wooden doors and windows, are being assessed as potential fundraising resources for the school. Solutions are evaluated collectively to ensure safety, practicality and alignment with the school’s needs.
SMU and Diphetogo are building a replicable model for sustainable school support. The project team is inviting broader departmental participation — from tutoring and mentorship to health promotion, research collaboration and infrastructure support. Addressing fellow academics and professionals, Reetseng said, “If you are asking how your expertise can make a difference beyond campus, this is your answer. Partner with us. Bring your discipline into the community.”
Scheduled visits throughout 2026 will monitor progress, refine strategy and culminate in a celebration of milestones achieved. This is not an outreach box ticked for compliance. It is a sustained investment in literacy, dignity and opportunity.
As Sobantu concluded, “Community engagement is not an event. It is a commitment. And we intend to honour it.” In 2026, the Diphetogo Mission is no longer an initiative. It is in motion.
By Tumelo Moila
