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30 October 2020 | Story Leonie Bolleurs | Photo Supplied
ARU Researchers on mountain slope
A team of international researchers discovered in March 2020 a new grass species, Festuca drakensbergensis, during extensive fieldwork in the 40 000 km2 Maloti-Drakensberg area.

In their search to learn more about the impact of humans and climate change on grasses in the Drakensberg Mountain Centre (DMC), one of the most studied mountain systems in the region, a group of scientists found a new grass species, which they named Festuca drakensbergensis (common name unknown; herein could be designated the ‘Drakensberg Alpine Fescue’).

The team who is working on the project includes Dr Vincent R. Clark, Head of the Afromontane Research Unit at the University of the Free State (UFS), Prof Steven P. Sylvester from the Nanjing Forestry University in Nanjing, Jiangsu, China, and Dr Robert J. Soreng, working in the Department of Botany at the Smithsonian Institution in Washington DC.

 

The discovery

The species, that was discovered in March 2020, was found during extensive fieldwork and herbarium research across the 40 000 km2 Maloti-Drakensberg area. The DMC has a very high endemic plant diversity, says Dr Clark.

He goes on to say that the DMC has a Montane Sub-Centre (below 2800 m) and an alpine sub-centre (above 2800 m). “It is the only mountain system in Africa south of Mt Kilimanjaro with an alpine component,” he adds.

ProfSylvester says the species was easily recognisable during their fieldwork, being found fairly common throughout the Afro-alpine landscape. Although at that point they only knew it to be a distinct taxon, they realised that the species was new to science when they tried to identify it and compared it with other closely related Festuca taxa.

Besides this discovery, the team also reinstated two varieties of Festuca caprina and rediscovered the overlooked F. exaristata, all of them endemic to the DMC. Prof Sylvester believes that this discovery highlights the importance of these high-elevation ecosystems as harbours of unique biodiversity that require focused conservation efforts.

Although grasses are a dominant species that control the ecosystem function in the Afro-alpine grasslands, they are the least known of all plant species found in these ecosystems. Up until now there has been a lack of focused research on Afro-alpine grasses.

 “We provide a taxonomic reappraisal of the Festuca caprina complex that will aid future ecological and biogeographical research in the DMC and allow us to better understand the complexities of these ecosystems and how to conserve and manage them,” says Prof Sylvester.

 

This discovery highlights the importance of these high-elevation ecosystems as harbours of unique biodiversity that require focused conservation efforts. - Prof Steven Sylvester

 

 

Adding value

According to Dr Clark, the species contributes to the grazing and rangeland value of the Maloti-Drakensberg. “It also has functional value in terms of maintaining ecosystem integrity and associated water production landscape value in the area,” he says.

“The species seems fairly robust to pressures from grazing and burning, being found in both heavily grazed areas and semi-pristine areas, and may prove a useful species as part of a seed mix of native grasses for reseeding degraded Afro-alpine slopes and ski slopes,” mentions Prof Sylvester regarding the benefits of this indigenous species to the region.

The species is very common in Lesotho in Bokong Nature Reserve, Sehlabathebe National Park, and Sani Pass, and at Tiffendell and AfriSki ski resorts. Dr Soreng believes the species is likely to have a wider distribution range across the Maloti-Drakensberg, than what was documented before research was cut short due to the COVID-19 pandemic.

 

Next steps

According to Prof Sylvester, this taxonomic research feeds into a large-scale ecological study looking at the response of Afro-alpine ecosystems to different grazing and burning regimes that is being run in collaboration with Dr Clark at the ARU and Dr Soreng of the Smithsonian Institute, Washington DC.

“While our research has uncovered interesting novelties and provided a greater understanding of the taxonomy of grasses from high elevation Maloti-Drakensberg, there is still much to be done with regards taxonomic research of cool-season grasses in southern Africa,” says Prof Sylvester.

Dr Clark supports this notion and states that there is a major need for a better holistic understanding of the alpine zone in the Maloti-Drakensberg, given immediate pressures from over-grazing, land-use transformation, invasive species, and climate change.

“This is because the Maloti-Drakensberg is the most important water tower in southern Africa, providing water for some 30 million people in three countries. As the Maloti-Drakensberg is dominated by natural grasslands, understanding grass diversity and ecological behaviour is a primary need in the face of immediate human impacts and global change,” he says.

News Archive

Socially inclusive teaching provides solution to Grade 4 literacy challenges
2017-01-23

 Description: Motselisi Malebese Tags: Motselisi Malebese

Mots’elisi Malebese, postdoctoral Fellow of the Faculty
of Education at the University of the Free State (UFS) tackles
Grade 4 literacy challenges.
Photo: Rulanzen Martin

Imagine a teaching approach that inculcates richness of culture and knowledge to individual learners, thus enhancing equity, equality, social justice, freedom, hope and fairness in terms of learning opportunities for all, regardless of learners’ diversity.

This teaching strategy was introduced by Mots’elisi Malebese, postdoctoral Fellow of the Faculty of Education at the University of the Free State (UFS), whose thesis focuses on bringing together different skills, knowledge and expertise in a classroom environment in order to enhance learners’ competence in literacy.

A teaching approach to aid Grade 4 literacy competency
Titled, A Socially Inclusive Teaching Strategy to Respond to Problems of Literacy in a Grade 4 Class, Malebese’s post-doctoral research refers to an approach that improves listening, speaking, reading, writing, technical functioning and critical thinking. Malebese, who obtained her PhD qualification in June this year, says her research confirmed that, currently, Grade 4 is a bottleneck stage, at which learners from a low socio-economic background fall behind in their learning due to the transition from being taught in their home language to English as a medium of instruction.

Malebese, says: “My study, therefore, required practical intervention through participatory action research (PAR) to create conditions that foster space for empowerment.”

PAR indoctrinates a democratic way of living that is equitable, liberating and life-enhancing, by breaking away from traditional teaching methods. It involves forming coalitions with individuals with the least social, cultural and economic power.

Malebese’s thesis was encouraged by previous research that revealed that a lack of readiness for a transitional phase among learners, teachers’ inability to teach literacy efficiently, and poor parental involvement, caused many learners to experience a wide variety of learning barriers.

A co-teaching model was adopted in an effort to create a more socially inclusive classroom. This model involves one teacher providing every learner with the assistance he or she needs to succeed, while another teacher moves around the room and provides assistance to individual learners.

“Learners’ needs are served best by allowing them to demonstrate understanding in a variety of ways, because knowledge is conveyed and accomplished through collaborative work,” Malebese said.

She believes the most important benefit of this model is assuring that learners become teachers of their understanding and experiences through gained knowledge.

Roleplayers get involved using diverse expertise in their field
Teachers, parents and several NGOs played a vital role in Malebese’s study by getting involved in training, sewing and cooking clubs every weekend and during school holidays. English was the medium of teaching and learning in every activity. A lodge, close to the school, offered learners training in mountain biking and hiking. These activities helped learners become tour guides. Storyteller Gcina Mhlophe presented learners with a gift of her latest recorded storytelling CD and books. Every day after school, learners would read, and have drama lessons once a week.

AfriGrow, an organisation that works with communities, the government and the corporate sector to develop sustainable community-driven livelihoods through agricultural and nutrition programmes, provided learners with seedlings, manure and other garden inputs and training on how to start a sustainable food garden. The children were also encouraged to participate in sporting activities like soccer and netball.

“I was aware that I needed a large toolbox of instructional strategies, and had to involve other stakeholders with diverse expertise in their field,” Malebese said.

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