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22 January 2020 | Story Leonie Bolleurs | Photo Leonie Bolleurs
Soil Confrence at UFS
At the Combined Congress with the theme ‘Basic and applied sciences – Fundamentals of sustainable agriculture’, were from the left: Prof Klaus Kellner, Prof Prakash Naidoo, Dr Cobus Botha from the Agriculture Research Council, Prof Vaughan Hattingh, and Mr Matome Ramokgopa.

“We are at the beginning of a new decade that will in all likelihood be pivotal for aspects such as food security, climate change, and the sustainable use of natural resources – aspects that the societies you represent are of course keenly involved with – and in terms of which you can play an increasingly valuable role.” 

These were the words of Vice-Rector: Operations at the University of the Free State (UFS), Prof Prakash Naidoo, on opening a Combined Congress of the Soil Science Society of South Africa (SSSSA), the South African Society of Crop Production (SASCP), the Southern African Weed Science Society (SAWSS), and the Southern African Society for Horticultural Sciences (SASHS).

The UFS Department of Soil, Crop and Climate Sciences is hosting the congress, with scientific content of four disciplines (soil, crop, weed, and horticulture) presented by both local and international guest speakers.

The theme of this year’s congress taking place on the UFS Bloemfontein Campus, is Basic and applied sciences – Fundamentals of sustainable agriculture.

Prof Naidoo continues: “It has been predicted that the world will need almost double the current food supply by 2050 to feed an ever-increasing world population. This clearly makes the scientific work done in the agricultural sector and the organisations affiliated with it, more vital than ever. We need to do what we can to ensure food security and sustainability.”

“A congress like yours is an opportunity to tap into the perspectives and research results of collaborators from different fields, and from different levels of skill and experience – with the aim of ultimately benefiting wider communities.”

Leader in agriculture sector

Prof Vaughan Hattingh, representing SASHS (Chief Executive Officer of Citrus Research International); Mr Matome Ramokgopa, representing SASCP (General Manager of Enza Zanden SA); and Prof Klaus Kellner, representing SSSSA (Department of Botany at the North-West University), delivered the combined opening address.

Prof Hattingh, speaking on ‘Industry–University partnership opportunity road ahead for horticultural research’, says citrus is a major horticultural product internationally and the biggest horticultural export from South Africa. The citrus industry, the second largest exporter of citrus in the world, generates R20 bn per year and is the biggest funder of research in this area. 

Prof Hattingh states that university partnerships, developing science to assist the industry, are key. “The future of horticultural industries and horticultural research at universities depends on successful university-industry partnerships.”

Mr Ramokgopa talked about ‘Innovative solutions for vegetable seed production for a growing population’, saying that Enza Zanden employed several techniques in vegetable production in response to the needs of retailers and consumers. These include smaller tomatoes (for snacking purposes), smaller leaf size of lettuce (thus a smaller area for decay), plastic-free packaging of cucumber with a longer shelf life, and more uniform onions (suitable for onion rings). 

Prof Kellner focused on ‘Scientifically sound policies and practices to ensure food security and sustainable agriculture’. He said: “It is getting warmer in Southern Africa and Europe. We need to realise it and adapt practices accordingly.”

More discussions on sustainable agriculture

Other interesting topics covered at the congress include, ‘Developing propagation technologies for indigenous plants used in the natural products industry’; ‘The influence of foliar and application rate of nitrogen fertiliser on seed and oil yield of canola’; ‘Sweet potato production in sacks: potential utilisation of limited space in rural, urban and peri-urban areas’; ‘The efficacy of postharvest wax application in the reduction of chilling injury incidence in lemon fruit’; and ‘Herbicide use within the commercial forestry sector in South Africa’.

Congress attendees can also look forward to the ‘Soil fertility and crop nutrition symposium: principles and practices’ on Wednesday 22 January 2020.

The congress kicked off on 21 January, and will come to an end on Thursday 23 January 2020. For more information on the sessions, see programme.

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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