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28 October 2020 | Story Leonie Bolleurs | Photo Supplied
Prof Edilegnaw Wale Zegeye, who has joined the UFS Department of Agricultural Economics, believes university education is not just a requirement for learners to receive a certificate; it is a means to change their character, capacity, and reasoning.

Edilegnaw Wale Zegeye joined the Department of Agricultural Economics at the University of the Free State (UFS) as Professor of Agricultural Development Economics and Policy on 1 October 2020.

True to his belief that life is like riding a bicycle – to keep your balance, you must keep moving (Albert Einstein) – Prof Zegeye is not planning to wait for life to happen. He says that he is looking forward to engaging with his colleagues in the department regarding new challenges in the areas of teaching, research, and community engagement.

Teaching and learning

Prof Zegeye believes COVID-19 has made it necessary to come up with new ways and means of realising effective teaching and learning. He is convinced that even though online teaching has suddenly become the norm, many universities, including the UFS, will in future have to adopt some form of a hybrid, merging online with contact classes. 

“Given the uncharted territories we have to navigate, I foresee operational and content-related challenges in this area,” he says. 

These challenges, he believes, will require disrupting the status quo courageously, without neglecting the implications for teaching and learning outcomes.

Prof Zegeye is of the opinion that university education is not just a requirement for learners to receive a certificate. “It is a means to change their character, capacity, and reasoning. It is not about learning facts but enabling learners to think critically.”

His goal for his students is to enable them to master the subject matter content, not just memorise lecture notes to pass examinations. “Students should not expect everything from us, as teaching and learning is a two-way process. It is not a transfer of knowledge from a lecturer to students,” he says.

According to Prof Zegeye, success in teaching and learning is the outcome of the collective engagement of the lecturer, students, and the subject matter. He believes that was why Benjamin Franklin once said: “Tell me and I forget. Teach me and I remember. Involve me and I learn.”

Research

“In relation to research, the biggest challenge I anticipate is in terms of linking evidence-based knowledge with policy, implementation, and impact on the ground.”

He says the biggest challenge was to ensure that the knowledge generated is taken up by the relevant organisations and authorities in order to address the development-policy problem being examined. “This would, among other things, call for fixing the knowledge-action gap, addressing conflicts of interest, and engaging all the relevant stakeholders along, what I would call, the Research-Knowledge-Policy-Impact Nexus,” says Prof Zegeye. 

Prof Zegeye has more than twenty years of experience with higher education institutions, including the positions of Senior Lecturer, Associate Professor, Professor, and Honorary Professor (current appointment) in Agricultural Economics at the University of KwaZulu-Natal (UKZN). 

Although he spent several years at UKZN, he started his academic career at Alemaya University in Ethiopia. It was also at this university that he received a BSc in Agricultural Economics. He continued with his studies and obtained a master’s degree in Agricultural Development Economics from Wageningen University (the Netherlands), and later a doctoral degree in Agricultural and Natural Resources Economics from the University of Bonn. He obtained all degrees with distinction. 

Prof Zegeye has also gained valuable experience from working as an economist on the Genetic Resources Policy Initiative (GRPI) project of Bioversity International in Kenya. He has also been a consultant to, among others, the International Food Policy Research Institute and the International Livestock Research Institute. 

“Building on my experiences, I strongly believe that there is always room for improvement in whatever we do. If we all agree with that philosophy, all of us have a unique contribution to make to achieve excellence in what we do. There is a need to remind ourselves that excellence is not a destination; it is a journey that all of us need to take as a collective responsibility,” states Prof Zegeye. 

Published articles

To date, he has published more than 80 papers on water use in smallholder agriculture, agrobiodiversity conservation and technology adoption on smallholder farms, agricultural development policy, and impact assessment of development projects/programmes/policies. Prof Zegeye is also associate editor of the International Journal of Climate Change Strategies and Management and serves as a reviewer for various internationally accredited journals.

News Archive

‘Language central to multidisciplinary society’
2012-03-22

 

Dr. Neville Alexander (right) discussed the role of language and culture in creating tolerance in South Africa. On the left is Prof. André Keet, Director of the UFS' International Institute for Studies in Race, Reconcilliation and Social Justice.
Photo: Johan Roux
22 March 2012

A multilingual state and culture could lead to more tolerance in South Africa, and schools and universities could play a leading role in the creation of a multilingual culture.

This is according to Dr Neville Alexander, one of South Africa’s foremost linguists and educationalists.

Dr Alexander spoke during a discussion session on language issues in a new South Africa at the University of the Free State’s (UFS) International Institute for Studies in Race, Reconciliation and Social Justice.

He said in a multidisciplinary society, language is central to everything we do. 

“Language has the ability to empower people or to disempower them. Yet the present government failed to value the other official South African languages, apart from Afrikaans and English.”

Dr Alexander said it is “convenient and cheap” for the government “to only govern in English”.

Government officials and academics often used the shortage of terminology and glossaries in various African languages as an excuse to use only English as the medium of instruction. This tendency puts young children in the South African school system at a disadvantage since it deprives them of their right to mother tongue education.

According to Dr Alexander, this is similar to the problems that academics experienced centuries ago when only Latin terminology existed for certain disciplines.

“It is the task of educationalists and experts to develop the necessary word lists and terminology to offer more economic value to all our official languages.”

If multilingualism was promoted at school level, a multilingual culture would become more acceptable in future. In this way, we could have an isiZulu of isiXhosa dominant university in South Africa in 30 years time.
 

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