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23 November 2021 | Story Leonie Bolleurs | Photo Supplied
With her talk on ‘Breaking the walls of darkness’, Emmie Chiyindiko came in second out of the 74 pitches presented at the recent Falling Walls Science Summit.

“I need you to take a moment and imagine trying to do everything that you do every day … without reliable energy. Or I’ll ask you this … How far would you walk to charge your phone if you didn’t have electricity? Would you walk for hours? Kilometres?”

“Well, that’s what millions of people in sub-Saharan Africa do daily to charge their phones. One billion people globally don’t have access to electricity in their homes and in sub-Saharan Africa, more than half of the population remains in the dark.”

This was the introduction to Emmie Chiyindiko’s talk at the recent Falling Walls Science Summit earlier this month. Emmie, who is a PhD student in Chemistry at the University of the Free State (UFS), came in second out of the 74 pitches presented with her talk on ‘Breaking the walls of darkness’ in the ‘Breakthrough of the year in the emerging talents category’.

Falling Walls Lab is a world-class pitching competition, networking forum, and steppingstone that brings together a diverse and interdisciplinary pool of students, researchers, and early-career professionals by providing a stage for breakthrough ideas, both globally and locally. 

Emmie, who sees getting out of bed every morning as just another opportunity to “be the exceptional young black female scientist that I am”, won the local Falling Walls Lab in Cape Town in October, which resulted in her going through to the finals in Berlin. She plans to host the Falling Walls Lab in Zimbabwe, her homeland, next year. 

This innovator and science communicator, whose work has been covered in Forbes Science, News24, and the Sunday Times, among others, refers to her obtaining second place on the international stage for her research as “a tremendous achievement and a new height in my science communication career. That level of recognition from the world leaders in science, technology, and science engagement cannot be overstated”.

Ending energy poverty

She believes Sustainable Development Goal 7 – leaving no one behind and eradicating global poverty – must be preceded by intentional efforts to end energy poverty. “My research on dye-sensitised solar cells (DSSC) with special metal complexes is among the most interesting alternatives to conventional solar cells.”

Emmie explains: “The design of the cells is inspired by photosynthesis – that good old process plants use to transform sunlight into energy via chlorophyll. Instead of a leaf, the cells start with a porous, transparent film of eco-friendly titanium dioxide nanoparticles. The film is also coated with a range of different dyes that absorb scattered sunlight and fluorescent light. When sunlight hits, it excites the electrons in the dye, creating an endless supply of energy. 

The bright side of this research is that there are several benefits to this invention. It produces energy that is cheap, reliable, and relatively simple and inexpensive to produce. Emmie adds: “These next-generation cells also work impeccably in low-light and non-direct sunlight conditions, providing all-year-round energy with no disruptions. DSSC is also three times cheaper than conventional cells and produces 40% more energy.”

Improving livelihoods 

She continues: “It does not degrade in sunlight over time as do other thin-film cells, making the cells last longer, and requiring less frequent replacement. DSSCs are also mechanically strong, because they are made of lightweight materials and do not require special protection from rain or abrasive objects.”

Emmie has proven that solutions to our current energy situation are available. “We are on the cusp of an energy revolution, and we must act now. Solutions are available, and if we do not seize them during a time of crisis, when will we?”

She believes that creating technology like this can end the energy crisis and improve livelihoods. “Billions of people simply lack enough energy to build a better life. Affordable, abundant, and reliable energy can go a long way to store food, power life-saving medical equipment, and run trains and factories. It can help communities to grow and prosper and to access opportunity and dignity. Societies where people have access to energy have lower childhood mortality, a higher life expectancy, they eat better and drink cleaner water, and have a better literacy rate.”

News Archive

UFS sets trend for higher education institutions
2005-09-21

The University of the Free State (UFS) offers more service-learning courses than any other higher education institution in the country and has the highest number of students enrolled for these service-learning courses.

This was the research findings on higher education institutions conducted between 2001 and 2004 by the Joint Education Trust (JET) into service-learning courses. These are courses which seek to integrate service to the community into the academic core of higher education institutions.

The results of this research indicated that the UFS is one of the few higher education institutions in South Africa that have made progress in integrating community engagement into the mainstream academy.

According to the findings 2 233 students at the UFS participated in service-learning courses supported by JET, while 858 students at the University of Transkei (UNITRA), 636 students at the University of the Western Cape (UWC) and only 600 students at the University of the Witwatersrand (WITS) participated in service-learning courses.

In total there were 6 930 students participating in service learning courses supported by the JET at 10 institutions throughout the country.

The research also found that out of a total of 182 service-learning courses supported by JET countrywide, the UFS had the highest number of such courses at 42, followed by WITS with 28, the University of Kwazulu Natal with 26, UWC 24 and UNITRA with 22.

Nationally, most of the service-learning courses at higher education institutions are offered in the human sciences (62), followed by health sciences (37), education (26), agriculture (14), and economic sciences (11).

According to leading academics, service-learning is a credit-bearing, educational exercise in which students participate in an organised service activity that meets identified community needs and helps the student to gain a deeper understanding of course content and a sense of civic responsibility.

Reacting to the research findings, the Rector and Vice-chancellor of the UFS, Prof Frederick Fourie, said the university feels strongly that there should be integration of service-learning into the academic core of the institution.

“Through service-learning modules the UFS can give expression to its role of service to the community as an institution of higher learning, producing quality graduates who understand the communities in which they will have to function for the rest of their lives,” Prof Fourie said.

According to Mr Jo Lazarus, the project manager of the Community-Higher Education – Service Partnership (CHESP), which falls under the JET, a number of institutions have identified community engagement as a strategic priority and have allocated significant resources from their central budget towards its implementation.

Mr Lazarus said most students have an overwhelmingly positive attitude towards service learning.

“A large percentage of students surveyed indicated that their service-learning course helped to improve their relationship skills, leadership skills and project planning abilities. As significant is the fact that these courses also benefited them in terms of their awareness of cultural differences and opened their eyes about their own cultural stereotypes,” said Mr Lazarus.

“The key challenge still hampering the integration of service-learning as a core function of academic activity is that some institutions still see service-learning as an add-on, and nice-to-have activity,” he said.

According to Mr Lazarus higher education must demonstrate social responsibility and commitment to the common good by making available expertise and infrastructure for service-learning as a form of community engagement.

Media release
Issued by:  Lacea Loader
   Media Representative
   Tel:  (051) 401-2584
   Cell:  083 645 2454
   E-mail:  loaderl.stg@mail.uovs.ac.za
   20 September 2005

 

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