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04 August 2021 | Story Leonie Bolleurs | Photo Johan Barnard
Experimental farm
The Paradys Experimental Farm donated 428 bales of animal feed to farmers who lost veld in the Fauresmith and Tierpoort districts.

“I wish I had more to give.” These are the words of Johan Barnard, Junior Lecturer and manager on the Paradys Experimental Farm of the University of the Free State (UFS) after he donated the last of 428 bales of animal feed to a farmer from the Tierpoort area this morning (4 August 2021).

After large parts of the Paradys Experimental Farm were destroyed by veld fires three years ago and 24 famers came out to help fight the fire, Barnard believes in planting a surplus of food that would enable him to share with farmers in need. Last year, he donated bales of animal feed to farmers in the Hertzogville district whose veld was destroyed.

Sharing resources

More recently – less than a month ago – veld fires destroyed thousands of hectares of land in the Tierpoort and Fauresmith districts. Barnard, who helped to put out the fires and saw the destruction, decided to make the extra animal feed available to the farmers who needed feed for their animals.

Together with research and teaching and learning, the community is one of the university’s focus areas. “As a university, we are sharing our knowledge. The destruction brought about by the veld fires has created an opportunity where the university can also share its resources,” says Barnard.

When he made the decision to help, the feed was, however, still on the fields and had to be cut, processed, and baled. But where there is a will and a community that stand together, there is a way.

The farmers in the Koppieskraal district brought their tractors and machinery to cut, rake, and bale the sorghum and grass. BKB contributed fuel to cover the running costs of the tractors and machinery.

Once the animal feed was baled, Barnard contacted Jack Armour, operations manager at Free State Agriculture, who not only spread the word to farmers that animal feed was available, but also provided fuel to deliver the bales to the farms destroyed by fires. Since last week, volunteers have come to collect the animal feed and distribute it to the farmers.

Barnard, who believes it is difficult to put a price value on the animal feed provided by the university, says to the farmers who received it, the value of these bales is priceless.

A priceless gift

Besides the thousands of hectares of pasture destroyed during the raging fires, farmers also lost a significant number of sheep and cattle. When Leon Kruger, Lecturer in the Department of Animal Science, on the experimental farm, saw the devastation caused by the fires, he posted on Facebook that he was available to assist in treating the animals.

Together with two government veterinarians and a colleague from the Glen Agricultural College, Kruger drove hundreds of kilometres to farms in the south and southwestern Free State to help farmers treat animals affected by the fires.

He says they have treated more than 800 animals, including sheep and cattle. “We treated the animals one by one, administering antibiotics and pain medication, as well as ointment to the burned areas. This difficult ordeal was, however, a baptism of fire for all of us; we are not familiar with burn wounds. A friend in Australia helped to compile criteria to classify the different degrees of burn wounds and we treated the animals accordingly.”

“Seeing the suffering of the animals was one of the most difficult ordeals I had to experience,” states Kruger, who helped several farmers save their animals during this time where they have already lost so much.


News Archive

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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