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29 July 2022 | Story André Damons | Photo André Damons
UFS Traditional Medicine
Recardia Schoeman, Scientific Officer in the Department of Pharmacology, gave Prof Paul Waako, Dr Samuel Baker Obakiro, and Dr Richard Oriko Owor from the Busitema University a tour of the department and its laboratories.

Prof Motlalepula Matsabisa, Director of Pharmacology at the University of the Free State (UFS), played host to academics from the Busitema University in Uganda for benchmarking on traditional medicine and to establish collaboration between the two institutions.

Prof Paul Waako, Vice-Chancellor of the Busitema University – who was part of the visiting party – and Prof Francis Petersen, UFS Rector and Vice-Chancellor, signed a collaboration agreement that enables the two institutions to work together and to get involved in the exchange of expertise as part of the collaboration.

Dr Samuel Baker Obakiro, Lecturer of Pharmacology and Therapeutics and Head of the Department of Pharmacology, and Dr Richard  Oriko Owor, a natural products chemist, accompanied Prof Waako on the visit to the UFS from 18 to 21 July, during which they undertook tours of various departments and laboratories, including Pharmacology, Virology, Chemistry, Genetics, Physics, Microbiology, and others. They also visited FARMOVS.

 

Establishing collaboration

Uganda – through their Ministry of Science, Technology, and Innovation – has a national drive to ensure that science contributes to socio-economic development through their major national agenda, which promotes local production, reduces importation, and increases exportation of goods. Dr Monica Musenero Masanza, Minister of Science, Technology, and Innovation, wants to ensure that the capacity of Ugandan scientists to conduct applied research will promote national development and reduce poverty.

Prof Waako said they came to the UFS to establish collaboration, as universities have an obligation to ensure that science improves the socio-economic situation in Africa. They would like to work with the UFS to ensure that science strengthens science in order to serve the people.

“Currently, one of the biggest challenges is the local manufacturing of pharmaceuticals, and that is why we came to the Department of Pharmacology. We need to come together as African universities and use all the existing capacities to transform the lives of our people.”

“African traditional medicine has a lot to offer, and a lot of research has been done, but we have not been able to take it to the level of final commercialisable products. This is the reason of us coming here, we want to create that link to ensure that the science – which has already been identified and established – is able to move to product production,” says Prof Waako.

 

At the right place

They decided to visit the UFS after meeting Prof Matsabisa during his visit to their country’s universities as part of the WHO team.

According to Dr Obakiro, when walking down the corridors of the department, they can see that they are in the right place. “We are also looking at mentorship, as our university is still very young. I am happy and privileged to be here. We cannot succeed on our journey if we do not stand on your shoulders.”

Dr Obakiro said they are also looking at how to set up partnerships between academia and industry, as well as collaboration between the different academic departments, such as pharmacology, chemistry, microbiology, and virology, and how these collaborative initiatives can be effective and efficient to drive their agenda.

In welcoming the colleagues from West Africa, Prof Matsabisa said, “Let’s find a way to crawl together and eventually run together. If you want to move into drug discovery and development, no single scientist can do it alone, it is a multidisciplinary approach. It is a team effort with a shared vision. We have some experience that we can share with you, but we are not perfect, and I think we can learn together.”

News Archive

An education system based on hope is what South Africa needs – Dr Beryl Botman
2016-05-26

Description: Hope revised Tags: Hope revised

Dr Beryl Botman, a postdoctoral research
fellow at the IRSJ, with Dr Willy Nel research associate
at the IRSJ and lecturer at the UFS
Faculty of Education.

HOPE is tangible and concrete construct that should be rooted in the learning and training of teachers,” said Dr Beryl Botman, a postdoctoral research fellow at the Institute for Reconciliation and Social Justice (IRSJ).

She presented her research paper Educators, praxis, and hope: A philosophical analysis of post-apartheid teacher education policy, based on the theoretical ideologies of Paulo Freire’s Pedagogy of the Oppressed. She explores ways in which oppression has been justified, and how it has been overcome through a mutual process between the oppressor and the oppressed, drawing on Paolo Freire’s theories and practices. The presentation was held at the University of the Free State’s (UFS) Faculty of Education, on the Bloemfontein campus on 13 May 2016.

From oppression to hope

Hope should be an educational construct for teacher education in South Africa. Dr Botman asserts that epistemology and ontology should be inseparable, as they are pivotal to an education system that is transformational.

The recent country-wide student protests and demonstrations are an indicant that education institutions need to seek understanding of mechanisms that fuel social conflict. Dr Botman claims that vast social inequalities make the process of democratisation difficult thus hindering transformation. She states that a critical consciousness is important for all South Africans, but more so for educators; it can be used as a tool to understanding the mechanisms of social conflict.

“Self-reflection and self-critique is vital for educators, we need to understand that we do not have all the answers because we ever-evolving beings, working on understanding ourselves and the people around us,” said Dr Botman.

The notion of hope
“I am a farmer. I have no hope for a future that is different from today. This quotation comes from Paulo Freire’s work," said Dr Botman. She said that the South African context and environment is similar. She said that people cannot live for today; one should live for tomorrow if hope is to manifest itself.

South African education environment needs to adopt a progressive consciousness that is future orientated, “You need to be hopeful, if you are radical. You need to be able to envision a new society and a new world,” said Dr Botman.

“You cannot only denounce the present, you need to also announce your hopes for a new society. South Africa needs education systems built on understanding. Although change is difficult, it is necessary for transformation,” Dr Botman added.

What makes hope educational?
“Hope is a vision for a tomorrow that is different, and vital for a transformative education system. To get out of a state of despair, people need to educate their hope. Lately, the issue of white privilege has been brought to the fore. You need to educate your hope, so that you understand the reality of others but, more importantly, of yourself,” said Dr Botman.

Dr Botma added that teacher education needs to adopt a Freirean pedagogy with a strong philosophy based on hope. The agency of teachers can either be hopeful or without hope. It is vital that education promotes hope.

“Teachers need to rely on their existential experience, the experiences of others, and the experiences of the children or students they teach. An understanding of all these experience reinforces the idea that people are life-long learners, always learning and adapting to society’s needs,” said Dr Botman.

Teachers as agents of hope

Dr Botman stated that current South African education policy is directed towards transformation but it does not stipulate means to achieve this objective. Further, she argues that educators need to put greater emphasis on self-knowledge, self-reflection, and self-education. Connecting with teachers, parents, students and the community engages with their self-knowledge and reflection.

Reorientation of teacher education
Dr Botman concluded by mentioning that rethinking ontological and epistemological aspects of education is important, and should be a pivotal point of teacher education. A renewed vision of hope-orientated philosophy and pedagogy needs to be adopted by the education institutions. A praxis, which is an informed action, when a balance between theory and practice is achieved. There is a need for an inclusive exploration of education philosophies and education systems not only European and Western but also African and Eastern as well.

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