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25 June 2020 | Story Leonie Bolleurs | Photo Supplied
Prof Arno Hugo recently participated in a session on food with integrity during a webinar by the Integra Trust, where he presented a lecture focusing on the importance of food traceability and the information communicated to the consumer.

In the complete process between farm and fork, consumers are looking for someone to hold accountable if their animal welfare, product quality, and product safety expectations are not met.

On World Sustainable Gastronomy Day earlier this month (18 June 2020), Prof Arno Hugo from the Department of Microbial, Biochemical and Food Biotechnology’s Food Science division at the University of the Free State (UFS) participated in a webinar by the Integra Trust, titled Heal the Land, Heal the People.

The Integra Trust was established to advance climate-smart sustainable and regenerative agriculture. It values the production, distribution, and utilisation of food with integrity in order to heal the land and the people.

Integra Trust strives to promote agriculture that has a limited footprint on the environment.

Prof Hugo’s lecture during the session on food with integrity, focused on the importance of the traceability of food and the information communicated to the consumer. 

Physical and emotional connectedness to farm and the producer
According to him, modern consumers want to know where their food comes from and want to be physically and emotionally connected to the farm and the producer. In the case of meat, for example, they want to know if the meat they buy is ethically produced and whether the animal was treated in a humane manner during the slaughter process. They also want a guarantee that the food they buy is free of harmful substances.

Prof Hugo states: “The consumer’s need for origin-based food is now playing out in a variety of ways, as food processors and retailers are labelling their products according to the origin of the product. One way of achieving this, is through a good traceability system.”

In his presentation, he focused on traceability from a meat industry perspective.

“Thus, in a good traceability system, a product on the store shelf can easily be traced back to the farmer and the farm where the food was originally produced. In modern traceability systems, it is even possible for the consumer to take the product in the store to a scanner that can read the ‘barcode’ and then showing a photo of the farmer and the name and location of the farm where it was produced,” explains Prof Hugo.

Food traceability important from food safety point of view
“Despite the consumer’s emotional need to connect with the farm and the producer, food traceability is also extremely important from a food security and food safety point of view,” he adds.

Although in its simplest form, it is a comprehensive process of keeping record of suppliers and customers in order to allow reconstruction of the product chain in case of need, it is doable. “In Europe, some 25 million cattle per year are now slaughtered with full traceability. The challenge of providing a secure form of identity through this process, is therefore a formidable one. This is achieved with the use of modern technologies such as Blockchain and DNA technology,” explains Prof Hugo. 

Joining him in the session on food with integrity were, among others, Errieda du Toit, chef, food writer, and culinary commentator (talking about perceptions in terms of difference between fast food and story food, asking if it is driven by social media) and Christiaan Campbell, chef and food consultant (talking about achieving synergy and communication between producer and consumer via the food value chain). Steven Barnard of Farmer Kidz presented a session focused on the younger generation, focusing on why it is important to connect children with food production.

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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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