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17 May 2019 | Story Eloise Calitz | Photo Charl Devenish
Agribusiness Transformation Programme
At the launch of the programme during Nampo 2019 were, from the leftt: Anton Nicolaisen, Provincial Head: Free State and Northern Cape, Standard Bank; Prof Francis Petersen, Rector and Vice-Chancellor of the UFS; Mangi Ramabenyane, General Manager, Farmer Support and Development at the Department of Agriculture and Rural Development; Nico Groenewald, Head: Agri-Business at Standard Bank; and Bigboy Kokoma, farmer from Bothaville.


Bigboy Kokoma, a 33-year-old ‘young’ farmer, speaks with confidence and pride about his family farm in the Bothaville district. One hundred and forty-two hectares of land that has been in the Kokoma family since 2005 when his father established the farm. The farm specialises in livestock, mostly Bonsmaras, and vegetables. “I want to set an example to other young farmers and, through this, become an ambassador of inspiration to my generation.”

Bigboy has a Diploma in Financial Management. “Having this qualification is a step closer to understanding the financial management of the farm, but if you want to take the leap to become a commercial farmer, you need greater knowledge and understanding to get you there.”  He is excited to have been selected for the Agribusiness Transformation Programme, because this will bring him closer to his dream of becoming a commercial farmer, to contribute to the economy of South Africa, and it will assist him in taking his family legacy further.

He is one of 25 farmers in the country who was selected to take part in the Agribusiness Transformation Programme. The programme’s main objective is to develop black emerging farmers through structured, accessible, and relevant agricultural and entrepreneurship training in order to become economically viable commercial farmers that will have greater impact in the agricultural sector in the Free State.

Importance of agriculture

Globally, the agricultural sector faces multiple challenges: it has to produce food to feed an exponentially growing world population, with a smaller rural labour force, adopt more energy-efficient and sustainable production methods, manage limited natural resources and climate change, and contribute to socio-economic development. 
 
Agriculture is of fundamental importance, not only on a global scale, but also on the African continent; therefore, we are especially proud of the Agribusiness Transformation Programme that will, in the long run, enable 25 farmers to become productive and well-functioning agri-business contributors that provide solutions for the much-needed challenges in food security, job creation, and the development of agricultural products.
 
Value of strong partnerships

The programme is an initiative of the University of the Free State (UFS), Standard Bank, and the Free State Department of Agriculture and Rural Development. They believe that strong partnerships are needed in the development of black emerging farmers, and to drive change in the sector. What makes the partnership successful, is the multiple strengths and expertise that each partner provides.

The UFS has a strong Agricultural Sciences division, with experience in training farmers in formal undergraduate and postgraduate programmes, as well as short courses.  The UFS Centre for Development Support has a solid record of developing entrepreneurs and university’s Innovation Office is at the forefront of technology transfer.

“The UFS is applying its strengths in education, training, innovation and technology transfer to ensure the development of these 25 farmers. We are excited to take the lead in this program and to ultimately contribute to a productive and well-functioning agri-business sector in South Africa. The impact of the programme is wide and the future brings possibilities of developing a model that will be replicated in the rest of South Africa and Africa,” says Prof Francis Petersen, Rector and Vice-Chancellor of the UFS.

Standard Bank has strong expertise in financing the agricultural sector, stimulating enterprise development and SMMEs, and providing financial services to the public sector.  The Department of Agriculture and Rural Development provides services to farmers who have access to land.

Programme launched at Nampo 2019

The programme was fittingly launched at Nampo on 15 May 2019, bringing together leaders in agriculture, business, the media, and influencers in the sector to engage and meet with the 25 farmers. The discussion at the launch again reiterated the importance of this programme and the level of skills transfer this partnership will mobilise.



News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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