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25 May 2020 | Story Dr Ralph Clark | Photo Charl Devenish
Afromontane research area in the Eastern Free State.

Africa could be called ‘the continent of mountain archipelagos’ for the unusual fact that most of Africa's mountains are isolated ‘islands’ rather than linear, continuous mountain systems such as those in Asia (e.g. the Himalayas), Europe (e.g. the Alps), and the Americas (e.g. Rockies and Andes). Even in Southern Africa, where we have the linear Great Escarpment (5 000 km long), this system is so old that it has been breached in innumerable places by erosion into a series of independent mountain blocks.

The result of this mountain disconnection is that Africa's mountains display biodiversity patterns more akin to islands than to mountains: rich, exciting, and unique, and full of very localised and interesting species. Likewise, mountain communities have established and evolved unique cultural ways of life and traditions in their particular mountains – isolated from other groups on other mountains. But in some mountains, internecine warfare and tribal conflict caused mountains to become boundaries rather than welcoming places. This was certainly the case during the Mfecane in Southern Africa, ultimately leading to the birth of Lesotho as the ‘Mountain Kingdom’. Colonialism took this to a new level, and – for most of Africa – mountains became international borders between empires, splitting ethnic groups into several nationalities and marginalising large segments of the population in these new countries. This same geopolitical situation continues today, with major implications for the sustainable management of mountain ecosystem services, natural capital, and socio-cultural sustainability in multinational contexts.

The Afromontane Research Unit (ARU) – a continental leader in African mountain research – seeks to explore these socio-ecological complexities in terms of sustainable development, providing research that can help to secure a positive future for the people, biodiversity, and goods and services provided by Africa's mountains. As part of its mission, the ARU is leading the way in encouraging a multidisciplinary community of practice that will drive a science-policy-action interface for Southern African mountains in decades to come. As virtually all of Africa's water comes from its mountains, this is a critical service to a region increasingly at risk from drought and the socio-political implications of rivers and taps running dry. 

Although the Qwaqwa Campus is the home of the ARU, the ARU is welcoming affiliations from across the UFS and beyond. Should you wish to become affiliated to the ARU, please contact the Director, Dr Ralph Clark at ClarkVR@ufs.ac.za. Visit the new ARU's website 

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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