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31 December 2018 | Story Igno van Niekerk | Photo Igno van Niekerk
Insects on the menu
Beetle juice and bug flour; Drs Ismari van der Merwe and Cariena Bothma are researching the possibility of a high-protein diet consisting of insect ingredients.

You’ve just had a tasty milkshake made from grasshopper juice, now for a light snack. Your choice: Salty cricket cookies or a deep-fried ant delight?

One of these days the above delicatessen may just find its way to your local restaurant menu if Drs Ismari van der Merwe, Cariena Bothma, both lecturers in the Department of Consumer Science, and their enthusiastic team of students have their way. Insects as food are rich in protein, often tasty, and having them on a menu is not as far-fetched as you may think. After all, we know what culinary delights mopani worms – and yes – cooked land snails (enjoyed as escargots) have become over the years.

 

Cricket smackerals

 

When Dr Van der Mewe explains the benefits of her team’s vision for a high-protein diet consisting of insect ingredients (cricket flour as an example), one becomes aware that this could be the solution to a myriad of problems. Insects eat much less than our regular menu items such as cows (beef), sheep (lamb chops) or pigs (pork). Insects as an alternative diet will reduce the negative impact that larger animals have on the environment and greenhouse gases. Insects have faster life cycles and it takes less effort and space to breed and feed them.

“Ugh! Ick! Disgusting,” you might think. But picture the taste lab where volunteers are given regular chocolate cookies made with regular flour, and then asked to compare it with cookies made from cricket flour. Dr van der Merwe assures me that most people will be unable to distinguish between them, often even preferring the cricket smackerals.

 

Heathy alternative

 

Insect breakfast cereals, granola, and snack food is a real and viable solution for the developing world where food is scarce, and hunger is a real issue. But is it healthy? Dr Van der Merwe assures me that during the process of ‘bug to flour’, they are addressing the main concern: micro-organisms that might be detrimental to health. Once the insects or processed insect by-products arrive on your plate, it’s a healthy high-protein alternative that might become the next revolutionary diet.

So, stand aside Atkins, beware Banting, and be gone Gluten-free – there is a new diet on its way to the menu. Brace yourself for beetle juice and bug flour: a diet full of proteins, fat, energy, and essential amino acids. 

 

News Archive

UFS researchers help find opportunities to create knowledge
2016-09-15

Description: Mobile libraries  Tags: Mobile libraries

The initiative hopes that the mobile libraries
will continue to contribute towards literature
awareness and access to books at rural
schools in the Free State.
Photo: Supplied

Did you know that only 3 392 primary schools in South Africa have libraries? In the Free State the statistics are shocking. Only 277 primary schools have libraries, while 1 087 carry on without them. One of nine provinces in South Africa, the Free State is regarded as a rural province. The South African Primary Education Support Initiative (SAPESI), in partnership with other sponsors, has committed to expanding access to books by donating mobile libraries to service schools across South Africa. In the Free State, the project is embraced by the Free State Department of Education, which employs the mobile operators and library assistants to service these libraries, driving many kilometres of gravel road to visit remote farm schools and other under-resourced schools. SAPESI has set a goal to supply 75 mobile libraries to provide 2 000 schools with access to books by the year 2020.

Discovering the value of the mobile libraries
Although the mobile libraries in the Free State have been functioning since 2007, no formal research had been conducted on their work. Towards the end of 2014, the Free State Department of Education and the Flemish Association for Development Cooperation and Technical Assistance (VVOB) commissioned the UFS to carry out a participatory action research project. Dr Lynette Jacobs, Head of the School of Education Studies at the University of the Free State’s Faculty of Education and her team engaged with role-players at district and provincial level in a Participatory Action Research project.

The research project aimed to describe the work that mobile libraries do, and appraise its influence on learners and schools, towards improving their functionality. In addition, this project aimed to build research capacity within the district teacher development centres.

Highlights of the mobile library project
The way the Free State Department of Education embraced and supported the initiative by Mr Tad Hasunuma and SAPESI, was inspiring. Each of the five education districts has two fully equipped library buses that periodically visit schools. The stock on the buses is regularly replaced by books that SAPESI receives from the international community. Specific books are also loaded for teachers to use as resources. One of the outcomes of the research project was that guidelines were developed for teachers on how to use books in addition to curriculum material in the classroom. At district level, the teams reflected on the work that they were doing and implemented improvement plans to provide an even better service. Findings of the project were presented at the XIV Annual International Conference of the Bulgarian Comparative Education Society that focused on education provision earlier this year. It was lauded by representatives of the international education community as an example of good practice to provide education to marginalised children.

Reading helps enrich children’s lives
The research project concluded by stating that the aim of the mobile libraries was to provide learners and teachers at rural and farm schools with reading books, and they were doing as best they could. While the mobile libraries cannot make up for possible challenges related to teaching and learning or in infrastructure, the learners and the teachers are regularly provided with good resources to encourage reading and stimulate literacy development.

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