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20 July 2018 Photo Leonie Bolleurs
Research informs about sustainable use of fresh water for food production
Conducting research on the topic of water-footprint assessment, are from the left: Dr Enoch Owusu-Sekyere, Dr Henry Jordaan, study leader and Senior Lecturer in the UFS Department of Agricultural Economics, Dr Frikkie Maré (Head of the Department of Agricultural Economics), and Adetoso Adetoro.
The fact that South Africa is a water-scarce country has been highlighted during the past couple of years, and even city dwellers were suddenly very aware of the drought due to the strict water restrictions. These are the words of Dr Frikkie Maré, Head of the Department of Agricultural Economics at the University of the Free State (UFS) and one of the graduates who received his PhD on water-footprint assessment studies at the recent June 2018 graduations.

The department is currently involved in various water-footprint and water-management research projects which assist in providing solutions for better water management in the future. “As department, we want to be at the forefront of research that will assist all agricultural producers with sustainable production practices to ensure economic, environmental, and social sustainable food and fibre products for the society at large,” said Dr Maré.

Research funded by Water Research Commission
The UFS recently conferred two PhD degrees (Drs Enoch Owusu-Sekyere and Frikkie Maré) and one master’s degree (Adetoso Adetoro) in the Department of Agricultural Economics. All three have been working in the field of water-footprint assessment. The research formed part of two different projects that were initiated and funded by the Water Research Commission.

According to Dr Henry Jordaan, Senior Lecturer in this department, four of his students already received their master’s degrees on the topic of water-footprint assessment, while two students are busy with PhDs and three more are working on their master’s degrees.

Topic gains momentum in research community
The water-footprint concept serves as a useful indicator to sensitise society about the impact of the food we eat on scarce freshwater resources – from agricultural producers using water to produce primary food crops and products on the farm, to the end consumer buying the food products in the retail store in town.

“Water-footprint assessment is a relatively new field aimed at informing the sustainable use of fresh water for food production. This topic is gaining momentum in the research community, given the substantial increase in the global population in the context of freshwater resources that is getting increasingly scarce. The challenge is to feed the growing population while still using the scarce freshwater resources sustainably.

Volume of water used to produce food
“In order to inform water users on how to use the resource sustainably, it is important to know the volume of water that was used to produce the required food products. Through our research, we are contributing to this knowledge by assessing the volume of water that was used to produce selected products, and to interpret the water use in the context of water availability to gain insight into the degree of sustainability with which the resource is used. The results are expected to inform water users, water managers, and policy makers regarding the sustainable use of fresh water for food production,” said Dr Jordaan.

News Archive

Bloemfontein Campus hosts annual HELTASA conference
2014-12-09

 

From the left are: Prof Francois Strydom, Director: Academic - Centre for Teaching and Learning, UFS; Dr Lis Lange, Vice-Rector: Academic, UFS; and Prof George Kuh, Adjunct Research Professor of Education Policy at the University of Illinois.

This year, the privilege to host the annual Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference was afforded to our university. The event took place on the Bloemfontein Campus from 18 – 21 November 2014, attracting keynote speakers and members from across the world.

HELTASA is a professional association mainly for educators and significant role players in higher education institutions. With its inception in the early 2000s, it has grown to become the premier organisation for teaching and learning in Southern Africa, Dr Amanda Hlengwa, President of HELTASA, pointed out.

A central concern of this body is issues around success within the tertiary sector. The theme of this year, ‘Accessing success: using evidence for change’ served to focus members’ attention on what works and what does not work – as derived from researched evidence.

In a message from Prof Jonathan Jansen, Vice-Chancellor and Rector of the University of the Free State (UFS), he stressed that the task as university teachers “is not simply cognitive gains that ensure graduation success but also intellectual gains that ensure success in life during and after university studies.”

The conference was led by internationally-acclaimed keynote speakers, namely Prof George Kuh, Prof William Grabe and Prof Fredricka Stoller, as well as our own A1 NRF-rated Prof Malanie Walker.

Prof Kuh is Adjunct Research Professor of Education Policy at the University of Illinois and Chancellor’s Professor of Higher Education Emeritus at Indiana University. In his keynote address, Prof Kuh offered valuable lessons from the field to promote student success.

Profs Grabe and Stoller collectively presented the second keynote address that explored how to set up students for success through strategic-reader training. Prof Grabe is Regents’ Professor of Applied Linguistics and Vice President for Research at Northern Arizona University. Prof Stoller is a Professor of English at Northern Arizona University, where she teaches in the MA-TESL and PhD in Applied Linguistics programmes.

Prof Walker is a Senior Research Professor at the UFS Centre for Research on Higher Education and Development (CRHED). She is also currently Director of Research Training and a senior researcher in the EU-funded Marie Curie EDUWEL project. In her keynote address, Prof Walker looked at well-being and agency in higher education.

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