Southern Africa Federation of the Disabled - SAFOD

Southern Africa Federation of the Disabled - SAFOD SAFOD is the leading Southern African disability-focused NGO engaged in coordination of activities o

The goals and objectives of the Southern Africa Federation of the Disabled (SAFOD) are:

(a) To support and encourage the formation of organisations of disabled persons in Southern Africa and strengthen existing ones. (b) To support and encourage the formation of national federations of disabled persons. (c) To promote the training of administrative personnel and leaders of organisations of disab

led persons. (d) To co-ordinate activities of organisations of disabled persons in the region and at international and / or continental level as circumstances may dictate. (e) To promote and co-ordinate development efforts and self-help schemes among disabled persons and their organisations in the region, through training and technical assistance. (f) To encourage and facilitate full participation and equality of disabled persons in social, political, economical and cultural activities within their communities through their national assemblies. (g) To promote, support and complement, in all Southern African countries, government policy and programmes in favour of disabled persons. (h) To urge all national governments and authorities in the region to formulate and enforce special legislation and / or national disability legislation which promotes and protects rights and interests of disabled persons and thereby assure disabled persons of access to all community services. (i) To network with the Southern African Development Community [SADC] and other Regional and African entities and organisation whose activities and approaches are developmental in nature. (j) To work and be permanently represented on the board of African Rehabilitation Institute [ARI] in Southern Africa. (k) To act as representative of Disabled People’s International [DPI] and the Pan Africa Federation of the Disabled [PAFOD} in Southern Africa. (l) To network with any Continental and / or International Organisation in order to attain the objectives of the Federation. (m) To seek consultative status and co-operation with relevant regional, continental and international organisations. (n) To facilitate exchange of information in the field of disability by public education, conferences, assemblies, journals and other publications concerning all aspects of persons with disabilities and their lives. (o) To acquire land or property and raise funds by all lawful means for the purpose of the Federation, and have the power to do all things compatible with international, national and regional laws governing relevant trusts. (p) To accept donations, testimonies and bequests, borrow or raise money for the furtherance of the objectives of the Federation. (q) To encourage and support action groups of women with disabilities, organisations of parents of children with disabilities and action groups of youth with disabilities inconformity with the Constitution of national, cross-disability federations of persons with disabilities and the Constitution of the Federation. (r) To promote and protect the rights of women, youth, elderly and children with disabilities. (s) To prohibit and eliminate duplication and proliferation of the organisations of the disabled persons, in order to strengthen national federations of the disabled persons. (t) To carry out any lawful undertaking for the furtherance of the objectives of the Federation.

09/09/2026

Assistive Technology: Turning Distance into Possibility

Thuso Rasetapa is an athlete with a passion for long-distance sport. For as long as he can remember, he has been drawn to the challenge of distance, the discipline of endurance and the exhilaration of pushing beyond what seems possible. Yet for much of his journey, passion alone was not enough. Access was the missing link. He uses a regular wheelchair for shorter distances of approximately 5 to 10 kilometers, while for longer distances he uses a handcycle, including for 21-kilometre races and other endurance events. As a wheelchair basketball player and racing wheelchair athlete, he has come to understand that the right assistive technology can transform not only mobility, but the very boundaries of participation.

For many years, his desire to participate in long-distance events was constrained by physical and environmental barriers. The passion was there, the determination was there, but the appropriate equipment was not always available. Assistive technology changed that equation. His racing wheelchair and handcycle became more than sporting equipment; they became instruments of freedom, endurance and possibility.

One of the defining moments of his journey was participating in the 2021 FNB Kazungula Marathon. Assistive technology gave him the means to enter a space that had once seemed difficult to access. It allowed him to experience the road not as a barrier, but as a pathway towards achievement. Since then, assistive technology has created increasingly seamless access to annual marathon events, enabling him to participate, compete and continually challenge himself. He has also had the privilege of participating in races beyond Botswana, including events in George, South Africa, experiences that have continued to deepen his passion for endurance sport. Each race has been both a test of resilience and a celebration of what becomes possible when determination is matched with the right assistive technology.

His journey also took him to the Resilience Challenge Marathon in 2023, where he participated in the demanding route from Charleshill to Ramatlabama between May and July. It was not simply a sporting challenge; it was a powerful demonstration of what becomes possible when determination meets the right technology and opportunity.

Every kilometer has reinforced a lesson that extends far beyond sport: assistive technology does not diminish achievement; it makes achievement possible. Technology may provide the means, but the effort, discipline, courage and resilience remain his.

For him, a wheelchair or handcycle is a symbol of movement. It allows him to pursue the distances he has always dreamed of conquering and to participate alongside other athletes with confidence and dignity. Assistive technology has transformed his relationship with distance. What was once a barrier has become a destination. What once seemed inaccessible has become a road he can travel.

His story is ultimately about more than marathons. It is about the power of providing persons with disabilities with the right tools to pursue their passions. When access is designed into opportunity, they do not merely participate; they compete, they endure, they achieve and they redefine what is possible.

08/09/2026

Assistive Technology: The Possibilities It Unlocks

Poloko Taolo is a person with low vision. Her journey with assistive technology began when she was nine years old, and since then, technology has been an integral part of her education, independence and personal development. For her, assistive technology is not simply about overcoming a limitation; it is about creating the conditions in which she can participate, learn and achieve on an equitable basis with others.

Throughout her primary and secondary education, Braille became one of the most important tools in her academic journey. Using a Braille frame and stylus for Standard English Braille enabled her to read and write without unnecessarily straining her residual vision. It gave her a reliable means of accessing information, completing assignments and expressing her knowledge independently. In many respects, Braille was not simply an alternative format; it was the bridge that allowed her to engage meaningfully with education.

As she progressed in her studies, other technologies further expanded her independence. The CCTV magnification system enabled her to enlarge and access printed materials independently, significantly reducing her reliance on a personal assistant or reader. She could manage her academic workload, read materials and complete assignments with greater autonomy. Victor Reader similarly enhanced her ability to access information in an audio format, giving her greater flexibility in how she learned and interacted with academic content.

The significance of these technologies extends far beyond convenience. They have enabled her to preserve her residual vision, manage her workload more effectively and participate in education alongside other students. Most importantly, they have shifted the experience of disability from one of dependence towards one of choice, agency and independence.

Her experience has also taught her that assistive technology should never be confined to one category of disability. Students should be encouraged and enabled to use technologies that respond to their individual needs, whether those needs relate to vision, hearing, mobility, learning, communication or other areas of functioning. Importantly, disability can occur at any point in a person's life. Assistive technology should therefore be understood not as something reserved for a particular group of people, but as an essential component of an inclusive society.

There is also an urgent opportunity for Botswana to look inward and invest in the development, adaptation and production of assistive technologies locally. If the country can benchmark international best practice while developing solutions here in Botswana, it can begin to create technologies that are more affordable, culturally appropriate, sustainable and responsive to its own context. Local innovation could significantly reduce the cost of assistive devices and ensure that access is not determined by a person's ability to afford expensive imported technologies.

Poloko's story demonstrates that the value of assistive technology cannot be measured by the device itself. Its true value lies in the independence it creates, the barriers it removes and the possibilities it unlocks. A Braille frame and stylus, a CCTV magnifier or a Victor Reader may appear to be simple tools, but for the person using them, they can represent access to education, employment, dignity and a future of possibilities.

True inclusion is therefore not merely about opening the doors of the University; it is about ensuring that every student has the tools, opportunities and support to move through those doors with dignity, confidence, independence and purpose. Assistive technology does precisely that. It does not change the person; it changes what is possible.

07/09/2026

Assistive Technology Supporting Independence in Everyday Life

Tsotlhe Ramabedi is partially sighted and an intern officer at the Botswana Association of the Blind and Partially Sighted. For Tsotlhe, assistive technology is important because it makes everyday activities more accessible and allows people with visual impairments to do things independently.

One example is the accessibility features available on mobile phones. With these features, people with visual impairments can use their phones privately without depending on another person for assistance. Tsotlhe uses the TalkBack software on the phone, which provides audio information about the applications being used and helps with navigating the device. For people who are partially sighted, features such as font enlargement and screen magnification can make content easier to see.

Other assistive technologies, such as JAWS, can be used on laptops to support activities such as responding to emails and reading soft copies of documents. These technologies also make it possible for people with visual impairments to access important information, including policies and Acts, when they are available online or in Braille.

Despite these advancements, Tsotlhe believes that more can be done to make everyday services accessible. One area is automated teller machines (ATMs). Tsotlhe would like to see ATMs equipped with audio features that can guide users through transactions. For example, when selecting an option such as e-wallet, the ATM could provide an audio prompt confirming the option that has been selected. This would reduce the need for assistance when accessing funds.

Tsotlhe also highlights the need for accessible lifts. Lifts should include Braille and voice-over features that can inform users about the floor they are on or the floor they are accessing. Such features would make it easier for people with visual impairments to use lifts independently.

Medication accessibility is another concern. While some medications have information provided in Braille, Tsotlhe wishes that all medications could be available in Braille. This would enable people with visual impairments to independently access important information such as expiry dates and dosage instructions.

Mobile phones have also made it possible for people with visual impairments to send money and carry out financial transactions independently. However, challenges remain when using ATMs for cash deposits and withdrawals because many ATMs do not have audio features embedded in them.

Tsotlhe’s experience demonstrates how assistive technology can make everyday life easier and promote independence. At the same time, it highlights the need for accessibility to be built into everyday services so that people with disabilities can access them without having to depend on others.

07/09/2026

A Wheelchair That Unlocks Independence !

For KP, a wheelchair is more than a mobility device, it is a key to independence, participation and an active life.

Following a road accident in 1992 that resulted in a T11–T12 spinal cord injury and paraplegia, KP began using a wheelchair. At first, navigating life with a wheelchair was unfamiliar. But with time, the wheelchair became an essential part of everyday life, making it possible to move around independently and participate in activities without relying on others.

The wheelchair was custom-designed to meet KP’s individual needs, with measurements taken to ensure the right fit and functionality. With this personalized support, KP has been able to remain active, including participating in a marathon and being a member of the Diamond Winners Basketball Club.

“If it wasn't for the wheelchair, I wouldn't have managed to participate in day-to-day activities.”

KP’s story is a powerful reminder that assistive technology can unlock independence, confidence and opportunities for participation. When people have access to the right assistive products, designed around their individual needs, barriers to everyday life can be reduced.

🌍 Assistive technology Unlocks The Everyday.

06/09/2026

“Using assistive technology in the office helps me a lot.”

For Boikhutso Majang, assistive technology is part of everyday life. As a visually impaired Senior Teacher for Guidance and Counselling at Sir Seretse Khama Memorial Junior Secondary School, she uses different forms of AT to navigate her workplace, support her students and carry out her responsibilities independently.

A white cane helps her move around the school campus, while Vision Africa and JAWS provide additional support in navigating her environment and accessing digital information. Even her iPhone has become an important tool in her counseling work, allowing her to record sessions with the consent of her clients and later use those recordings for accurate record keeping and follow-up.

For Boikhutso, assistive technology is more than convenience. It gives her independence, supports her professional responsibilities and helps protect the privacy of the people she counsels.

Yet, the reality is that many people still struggle to access these technologies because of their high cost and the additional expense of training and support.

Her experience reminds us that assistive technology must be available, affordable and accessible so that persons with disabilities can participate fully and independently in everyday life.

🎥 Watch Boikhutso share how assistive technology helps her .

05/09/2026

Assistive Technology: The Power to Move, Participate and Thrive

Dimakatso Precious Kootswele is a final-year student pursuing a Bachelor of Media Studies at the University of Botswana. Her university journey has been shaped by lectures, assignments, friendships, leadership opportunities and dreams for the future. Yet, beneath all these experiences lies something that has profoundly transformed how she navigates university life: assistive technology. For Dimakatso, assistive technology is not simply equipment; it is empowerment made tangible. It has given her independence, strengthened her confidence, expanded her participation and enabled her to experience university on her own terms.

Two assistive technologies have made an especially profound difference in her life: her electric wheelchair and her shower chair. Her electric wheelchair is much more than a mobility device. It is her freedom, her independence and her confidence. Before she had it, navigating the University campus could be exhausting, and there were times when she had to depend on others to move from one place to another. Today, she can navigate the expansive UB campus independently, attend classes without exhausting herself, and participate in university activities with a sense of freedom that has transformed her experience.

The greatest transformation, however, is not merely physical; it is psychological. She no longer begins her day wondering, “How will I get there?” She can ask a far more empowering question: “What can I achieve today?” Her electric wheelchair has enabled her to move beyond simply accessing spaces to actively occupying them. She can attend events, engage with her peers, participate in programs and pursue opportunities rather than watching from the sidelines. It allows her to direct her energy towards her studies, her aspirations, her leadership and her dream of building a career in Media.

Her shower chair may appear simple, but its impact on her dignity and independence is profound. Something as fundamental as personal hygiene should not come with the constant fear of falling or requiring unnecessary dependence on others. The shower chair provides her with safety, privacy and confidence, allowing her to manage her personal care with greater independence and dignity. It has transformed an everyday activity into an experience of autonomy.

Together, these technologies have changed more than what she can physically do; they have changed what she believes is possible. Assistive technology has taught her that independence is not simply about doing things alone. It is about having the right tools to exercise choice, participate meaningfully and pursue one's aspirations without unnecessary barriers. For this reason, she does not see assistive technology as a luxury. She sees it as an instrument of equality and a catalyst for human potential. It removes barriers, creates opportunities and enables students with disabilities to participate meaningfully in education, social life and the wider community.

Assistive technology has allowed Dimakatso to be a student first: to learn, participate, lead, dream and prepare for the professional future she envisions in Media. Her story is a testament to what becomes possible when students with disabilities receive the right technology and meaningful support. Students with disabilities do not simply survive university; they thrive, they lead, they contribute and they belong.

True inclusion is not merely opening the doors of the University; it is ensuring that every student has the tools, opportunities and support to move through those doors with dignity, confidence, independence and purpose.

05/09/2026

From Darkness to Possibility: Kagiso’s Journey with Assistive Technology

When Kagiso Malibongwe Madisa lost his sight in 2015, he felt as though he had suddenly been separated from a world he had always known. Everyday activities that once seemed ordinary became unfamiliar. The computer he had used with ease, the phone he had relied upon, the books he had read, and the digital platforms through which he connected with the world all appeared to belong to a different reality. Yet, in the midst of that uncertainty, he discovered something that would profoundly change the course of his life: technology could become the bridge between blindness and possibility.
In 2015, Kagiso was introduced to JAWS, a screen reader that uses speech to describe what appears on a computer screen. For the first time after losing his sight, he began to experience the computer differently not through his eyes, but through sound.

He was later introduced to VoiceOver on the iPhone and TalkBack on Android devices. Of the technologies he encountered, he found VoiceOver particularly intuitive and easy to use. He was fortunate to receive a donated iPhone, and that small device opened a remarkably large door. Through it, he could once again access many of the digital platforms he had previously used as a sighted person. Although accessibility was still relatively basic at the time, he began to realise that blindness did not necessarily mean the end of independence; he simply needed to learn new ways of doing familiar things.

As technology advanced, so did Kagiso’s possibilities. Websites and applications became increasingly accessible, partly because of new laws, regulations, and accessibility standards being introduced around the world. Image recognition and description technologies improved significantly, enabling him to obtain information from photographs and other visual content that would previously have been inaccessible. Social media platforms such as Facebook and Twitter gradually became easier to navigate, while applications capable of describing images provided access to information that sighted people had long taken for granted. Technology was beginning to close the gap between what he could see and what he could experience.

However, progress came with another challenge: affordability. Technology was advancing faster than his ability to afford it. New computers became more powerful, new versions of JAWS demanded greater resources, and keeping pace with technological developments became increasingly expensive. Eventually, his computer could no longer support the latest versions of the software he needed. Rather than allowing this obstacle to stop him, he searched for an alternative and discovered NVDA, a free screen reader that became an important turning point in his journey. NVDA shares many commands with JAWS and performs the essential tasks required for education, employment, and everyday computing, while being capable of running effectively on relatively affordable laptops. That experience taught him an important lesson: when one door closes, it does not mean that the journey has ended; sometimes, he simply had to find another door.

Assistive technology did far more than enable Kagiso to operate a computer. It helped him rebuild his independence and regain access to opportunities. It enabled him to seek employment, participate professionally, communicate with others, access information, and continue his education. Today, he is nearing completion of his MBA, and he recognises how profoundly technology has contributed to this journey. What initially appeared to be a barrier became an opportunity to discover new ways of learning, working, and participating in society.
When Kagiso joined the University of Botswana, another chapter of his technological journey began. He was introduced to more specialised assistive technologies, including portable book readers that can record lectures and read books aloud, Pearl scanners that can convert printed books into accessible digital text, Braille displays, Braille keyboards, and other Braille-compatible technologies. Each new technology reinforced a powerful realisation: blindness does not eliminate potential; inaccessible environments do.

Today, in 2026, we are witnessing another extraordinary transformation through artificial intelligence. Smart glasses can describe environments, recognise people, identify money and colours, and provide answers to questions about the world around the user. Technologies that once seemed like science fiction are increasingly becoming practical tools for independence. For Kagiso, this evolution is deeply personal. He has travelled from a moment when losing his sight felt like losing access to the world to a time when technology can help describe that very world back to him.
Yet, Kagiso’s story is not only about what technology has made possible. It is also about what remains to be done. In Botswana, we still have significant work to do to ensure that public spaces and essential services are genuinely accessible. Roads, signs, ATMs, elevators, transportation systems, government offices, hospitals, libraries, and financial services must be designed with accessibility in mind from the outset. Accessibility should not be an afterthought or something introduced only when someone raises a complaint. It should be embedded into the design of our society.
The cost of technology and Internet data also remains a significant barrier. It is difficult to speak meaningfully about digital inclusion when the people who depend most heavily on accessible applications cannot afford the devices, software, or data required to use them.

This is an area where government, institutions, technology companies, and policymakers must work together to ensure that accessibility is not a privilege reserved for those who can afford it. There are already affordable solutions that can make a meaningful difference. Government offices, hospitals, schools, and libraries could make greater use of free technologies such as NVDA, accessible information systems, talking elevators, audio guidance, fingerprint verification, and other inclusive solutions.
Kagiso’s journey has taught him that assistive technology is not about giving people with disabilities an advantage; it is about removing the barriers that prevent them from participating equally.

When he lost his sight, he thought he had lost access to the world. Technology taught him otherwise. It taught him that independence can take a different form, that resilience means finding ways forward when familiar paths disappear, and that innovation can restore opportunities that circumstances may appear to have taken away. Most importantly, his journey has taught him that the future should not be defined by what we cannot see, but by what we can still imagine, create, and achieve. From his first encounter with a screen reader in 2015 to the emergence of artificial intelligence-powered smart glasses in 2026, he has witnessed an extraordinary transformation.

His story is therefore not simply a story about blindness or technology; it is a story about resilience, possibility, and the power of innovation to restore independence, dignity, education, employment, and hope. Technology did not merely make the world more accessible to him; it helped him rediscover his place within it.

05/09/2026

Although this year’s the Everyday campaign has come to an end, the stories shared through it continue to remind us why access to assistive technology matters.

Throughout the campaign, we heard from persons with disabilities whose experiences demonstrated how assistive technology can create greater independence, participation and opportunity.

We will continue to share some of these stories as a reminder that behind every piece of assistive technology is a person, a journey and a life that can be transformed.

Today, we share the story of Gomotsegang Monnawatsheko, a University of Botswana second-year student with visual impairment, whose journey with assistive technology has taken her from dependence towards greater academic independence.

From Dependence to Academic Independence

Gomotsegang’s journey as a student with visual impairment has taught her that access to education is not only about being admitted to a school or university; it is also about having the right tools and support to participate meaningfully once there. For her, assistive technology has become an essential part of that journey.

When she first began using assistive technology, she quickly realised how profoundly it could change her academic experience. Screen readers and text-to-speech tools gave her something she deeply valued: independence. She could read her course materials, search for information, conduct academic research, prepare assignments and submit her work without constantly depending on someone else to read or interpret information for her. There was a sense of freedom in being able to sit with her computer and access information independently, just like her sighted peers.

Assistive technology has also given Gomotsegang greater confidence. When learning materials are provided in accessible digital formats, she can engage with lectures, study materials and academic resources alongside other students. She is able to focus on understanding the content rather than constantly worrying about how she will access it. In those moments, her visual impairment becomes less of a barrier, because technology creates a bridge between her and the information she needs.

However, her experience has not always been easy. One of the greatest challenges she encounters is receiving learning materials that are not accessible. A scanned PDF or a document filled with images may appear perfectly readable to a sighted person, but to her it can feel like being handed a locked book. Her screen reader may simply be unable to interpret the information. There have also been occasions when she has had to wait for accessible versions of materials, making it difficult to keep pace with her classmates.

Learning to use sophisticated assistive technologies has also required patience and determination. Without adequate initial training, even powerful technology can become overwhelming. She has had to develop technical skills and learn how to navigate different software while simultaneously keeping up with her academic responsibilities. Technical problems can make an already demanding academic environment even more challenging.

Despite these difficulties, assistive technology has changed the way Gomotsegang experiences university. It has enabled her to move from dependence towards greater self-reliance, confidence and academic participation. Her experience demonstrates that disability does not have to determine what a student can achieve when the right technology, accessible information and appropriate support are available.

Her experience has also shown that providing assistive technology alone is not enough. Students need to receive the technology early, they need training to use it effectively, and learning materials need to be accessible from the outset. There must also be someone available to provide technical assistance when challenges arise.

For Gomotsegang, assistive technology is not simply a computer program or a piece of equipment. It is her gateway to information, her instrument of independence, and an important part of her ability to participate and succeed academically. When technology removes barriers rather than creating new ones, students like her are given the opportunity to demonstrate their abilities, pursue their aspirations and fully experience university life.

Her story is a powerful reminder: when the right technology and support are available, barriers can become opportunities for greater independence.

17/08/2026

Call for an Experienced Graphic Designer

The Southern Africa Federation of the Disabled (SAFOD) is looking for an experienced Graphic Designer to design and produce an engaging and interactive digital flipbook documenting the Campaign.

The campaign was implemented across Botswana, Lesotho, Malawi, South Africa and Zambia, with support from ATScale the global partnership.

SAFOD has compiled a range of campaign content, including photographs, success stories, key statistics, lessons learned and recommendations. The selected Graphic Designer will be responsible for using this content to create a visually engaging, well-structured and interactive digital flipbook that tells the story of the campaign in a clear, creative and compelling way.
The Graphic Designer will also provide a design template and visual style to guide the overall layout and presentation of the flipbook.

We are looking for someone with experience in:

1. Graphic design and digital publications
2. Visual storytelling and creative layout design
3. Designing interactive flipbooks or similar digital publications
4. Developing clear and engaging infographics

How to Apply

Interested designers should submit:
• A quotation
• A proposed timeline for the assignment
• A portfolio or samples of similar work

Please submit your application to [email protected] by the 20th of August 2026.

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