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12 June 2018 Photo Thabo Kessah
Young researcher to jet out to UK
Mamosa Ngcala who leaving for the United Kingdom on 31 July 2018.
When Mamosa Ngcala jets out to the United Kingdom (UK) on 31 July 2018, she will not only be doing research and improving herself academically at the Durham University, but she will also put yet another feather in the growing research profile cap of the Qwaqwa Campus.

“I am looking forward to my study visit under the mentorship of Dr Steve Chivasa, my supervisor’s co-researcher in the Department of Biosciences at the renowned Durham University. This will enable me to grow academically as much as it will get me closer to concluding my research on climate change and food security,” said Mamosa, a master’s student in Science (Botany). Her supervisor is Dr Rudo Ngara.

“Going there will fast-track my research that looks at how food security can be enhanced in as far as growing sorghum is concerned. This study in Plant Biotechnology aims to identify heat responsive genes in sorghum, which is the fifth most important cereal crop in the world. The information obtained in this study will serve as fundamental knowledge regarding molecular responses of plants to heat stress and will be used in breeding programmes to develop crops that can tolerate high temperature stress conditions caused by climate change, thus resulting in high crop yield in agriculture as well as food security,” she said. She will be in the UK until 12 September 2018.

Mamosa has recently won the 3-Minute thesis competition for graduates that was part of the ‘Sorghum in the 21st Century’ international conference held in Cape Town.

Talking about this achievement, she said: “Going head-to-head with PhD students from all over the world gave me extra motivation and drive to do well, and I did. This goes to show that we can achieve whatever we put our minds to. Having to summarise my entire study in three minutes for a non-specialist audience, using one PowerPoint slide, was a challenge that had to be overcome,” said Mamosa. The conference was organised by the Collaborative Research on Sorghum and Millet and the University of Pretoria.

Mamosa graduated with distinction in Botany for her honours degree. She is a member of the Golden Key International Honour Society and Chairperson of the Postgraduate Student Council and is looking forward to advancing her studies to PhD level.

News Archive

Enhancement of social justice focus at research colloquium
2010-10-07

At the third Education for Social Justice Research Colloquium the publication Praxis towards sustainable empowering learning environments in South were handed to Prof. Ezekiel Moraka, Vice-Rector: External Relations at the UFS. At this occasion were, from the left: Prof. Dennis Francis, Dean of the UFS Faculty of Education; Prof. Sechaba Mahlomaholo, Research Professor in the Faculty of Education Sciences at the North-West University; Prof. Moraka; and Dr Milton Nkoane, Senior Lecturer in the UFS Faculty of Education.
Photo: Leonie Bolleurs

 

This year, the University of the Free State (UFS) was the host for the Research Colloquium: Education for Social Justice for the very first time. It is the third time that this colloquium has been presented.

Prof. Ezekiel Moraka, Vice-Rector: External Relations at the UFS, opened the colloquium, stating that academics, through their research, are ultimately in a good standing to advise government on important issues such as social justice for them to address these issues accordingly.

Prof. Sechaba Mahlomaholo, Research Professor in the Faculty of Education Sciences at the North-West University, delivered the opening address on the theme: Validating community cultural wealth towards sustainable empowering learning environments for social justice. He said that the legacy of our recent past as South Africa still continues to haunt us, especially as exemplified in the dysfunctionalities that are rife in our education.

“With the colloquium we manage to bring together the ideas, thoughts, resources and efforts of educators and/or educationists concerned with the creation of a more equitable, equal, free, hopeful, peaceful and socially just society. Through our teaching, our community engagement and research activities we strive towards a more humane, caring, respecting and respectful South Africa and the world,” he said.

According to Prof. Mahlomaholo, education and its research are some of the most potent mechanisms at the very centre of social transformation. The papers at the colloquium focused on investigating, understanding and responding to issues of amongst others:

  • The medium of teaching and learning which continues to be a barrier to many learners to perform to the best of their abilities in the majority of the education institutions in South Africa;
  • Health, sexuality, HIV/Aids, stigmatisation and other deseases plaguing our communities currently;
  • Self-fulfilling prophecies and stereotypes about some learners not being as intelligent as the rest and this finally being reflected and confirmed in their poor academic achievements;
  • Differentiated levels of parental involvement in the activities of their children’s learning due to long absences from their families as they have to work in far-off places of employment;

Papers delivered at the colloquium moved beyond merely identifying the problems; they also suggested possible and plausible research-based solutions to these, such as integrating HIV/Aids education in curricula, listening to the aspirations of significant stakeholders such as mothers and parents generally in teaching and facilitating more rigorous community engagement practices.

At the colloquium gala dinner the book Praxis towards sustainable empowering learning environments in South Africa by authors Dr Milton Nkoane, Senior Lecturer in the UFS Faculty of Education, Prof. Mahlomaholo and Prof. Dennis Francis, Dean of the Faculty of Education at the UFS, was launched. The publication consists of a collection of the best peer-reviewed papers from a conference with the theme Creating sustainable empowering learning environments through scholarship of engagement. The main criterion for inclusion was that the paper should contribute to the theme by means of an original, tight, theoretical and empirical study conducted with the aim of informing the practice of creating sustainable empowering learning environments. The concrete cases examined in many of the chapters are very useful to helping readers understand the specific, on-the-ground concerns related to higher education and schools.

Media Release
Issued by: Leonie Bolleurs
Strategic Communication
Tel: 051 401 2707
Sel: 0836455853
Email: bolleursl@ufs.ac.za  
30 September 2010
 

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