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South Africa is facing increasing water stress due to a variety of factors.

South Africa, like the rest of Africa, is facing increasing water stress due to a variety of factors, including inadequate maintenance and investment in water and sanitation infrastructure, unequal access to water, poor water quality, and increasingly unsustainable water demand. Flooding and drought disasters and disruptions in water and sanitation services have become more frequent in recent years amidst a growing population in a semi-arid country.

In addition to the ongoing load shedding crisis we are facing, South Africa is rapidly approaching a situation where “water shedding” is becoming a tangible issue. Although it hasn’t reached a nationwide scale yet, the occurrence of disruptions in water supply systems due to shortages and a combination of other factors is growing significantly.

This situation is detrimental, not only to South Africa’s developmental goals but also to its socio-economic position within the Southern African development community region and the continent as a whole.

This is according to academics from the University of the Free State (UFS) and the University of Pretoria (UP) who were part of a group of academics and industry experts who did an independent assessment of Operation Vulindlela’s impact on South Africa. Pres Cyril Ramaphosa unveiled Operation Vulindlela – a joint initiative of the Presidency and National Treasury that aims to modernise and transform network industries – in 2020 as the vehicle to “fast-track the delivery of economic reforms”.

Prof Paul Oberholster, Director of the UFS Centre for Environmental Management and an expert in wastewater treatment, and Dr Yolandi Schoeman, his Postdoctoral Fellow, together with Prof Emma Archer, Professor in Geography and Environmental Studies at the University of Pretoria were asked by Rand Merchant Bank (RMB) to focus on water.

Bring about the structural change

RMB states in the report that it commissioned a body of work by academics and industry experts to independently evaluate whether the execution of policy initiatives set out by Operation Vulindlela, would bring about the structural change that is necessary to accelerate SA’s growth and employment. The subsequent parts of this report focus on three of the five network industries identified by Operation Vulindlela – electricity, water and transport (ports and rail).

“It was an honour to have been part of this project with RMB and to unpack and strategically assess the water sector in South Africa. We know that there are plenty of challenges, but there are also remarkable opportunities where we can implement solutions and demonstrate impact, bring about change and work hard in turning the situation around as a joint constructive collaborative approach.

“They are very keen on working with leaders in the water space with qualities of strategic thinking, innovation, collaboration, inclusivity, and a strong commitment to sustainable development. It is an impactful contribution indeed,” says Prof Oberholster.

In their sections of the report, under heading South Africa's Blue Revolution: Investing in a thriving water future South Africa, Prof Oberholster, Dr Schoeman and Prof Archer, focused on five themes, namely Water for planetary health, Water for development, Water for climate, resilience and the environment, Water for cooperation and The Water Decade of Action.

“We were asked to evaluate the viability of what is still left to be done in the water sector in South Africa. We were asked to contribute our thinking to the RMB handbook for the purpose of distribution to corporate and institutional clients. As part of our outcome we provided clear and unbiased direction to RMB’s clients on the joint initiative the likely impact of Operation Vulindlela on economic growth and what still needs to be done to turn the water sector around,” according to Prof Oberholster.

Guidelines to improve the country’s water situation

He says their aim was to give guidelines on how to improve the country’s water situation. He believes the work they have done with this assessment and on other occasions, will help the UFS in its goal to be a university that impactfully supports societal development as set out in Vision 130, which states: Our knowledge will continue to contribute to the development of the Free State, South Africa, and the African continent and to advance global knowledge and understanding.

As clean water and sanitation is Goal 6 of the 17 Sustainable Development Goals (SDGs), it is a further indication of the importance of this research and work.

According to Dr Schoeman, reports like these are important because they help raise awareness of the challenges and opportunities for achieving water security and sustainable development. They identify problems and bottlenecks within the industry, helping to target areas that require immediate attention and action. They provide potential solutions and enable dialogue to the problems identified, giving stakeholders a roadmap for action and providing essential background that can enable investment and further inform investment priorities.

“Such reports help to inform planning and decision-making processes by providing data, evidence, and recommendations based on research and analysis.  They encourage collaboration and coordination among stakeholders by providing a common understanding of the issues and potential solutions.

“They also provide guidance and recommendations for decision-makers to improve water resources management and governance. Water is a vital resource for human health, food security, energy production, environmental protection and more, so it is essential to recognise its worth and incorporate it into planning and policies,” says Dr Schoeman.

Blue Revolution

The academics also talks about the Blue Revolution – essential blue solutions – in supporting Operation Vulindlela which can enable a sustainable future for South Africa's water management system. The Blue Revolution in South Africa, write the academics, refers to a comprehensive strategy and functional implementation for modernising and transforming the country’s water sector. It aims to improve water management practices and enhance the water sector’s overall efficiency, effectiveness, and sustainability in enabling planetary health.

News Archive

Teachers should deal with diversity in education - Prof. Francis
2010-10-08

At the occasion were, from the left: Prof. Jonathan Jansen, Rector and Vice-Chancellor of the University of the Free State (UFS); Prof. Francis; and Prof. Driekie Hay, Vice-Rector: Teaching and Learning at the UFS.
Photo: Jaco van der Merwe

Prof. Dennis Francis, the Dean of the Faculty of Education at the University of the Free State (UFS), recently delivered his inaugural lecture on Troubling Diversity in South African Education on the Main Campus in Bloemfontein.

He urged teachers to be open to what “diversity” might mean in a particular context and how diversity relates to either inclusion or exclusion.

“An approach that promotes the inclusion of all must be based on an understanding of how exclusion operates in ways that may have typical patterns of oppression, but differ in the specific ways that exclusion is expressed and becomes normalised in that context,” he said.

“The good teacher thus seeks to understand how these forms of exclusion may develop in the school’s context and respond through taking thoughtful action to challenge them. It may require creating a climate that enables the silent to speak and recognising that not all groups communicate in exactly the same ways.”

He said teachers also had to affirm the experiential base of learners and students. He said there was an assumption that students would be more effective practitioners if their own experience were validated and explored.

“It is crucial that the students’ own history is treated as valuable and is a critical part of the data that are reflected,” he said. “Equally important is that such stories and similar activities are intentionally processed to enable students to make the connections between personal experience and relevant theory.”

He also urged them to challenge the ways in which knowledge had been framed through oppression.

“Schools are often characterised by messages that draw on one or another form of oppression. Thus, expectations are subtly or in some cases unsubtly communicated, e.g. that girls are not good at physics, or that, while white learners are strong in abstract thought, African learners have untapped creativity, and so on,” he continued.

“For someone to integrate into their role as educators a commitment against oppression means confronting obstacles that one may previously have shied away from, such as challenging authority, naming privilege, emphasising the power relations that exist between social groups, listening to people one has previously ignored, and risking being seen as deviant, troublesome or unpopular.”

Furthermore, Prof. Francis said dealing with diversity in education was always affectively loaded for both students and teachers. He said in South Africa one injunction from educators was to be “sensitive” and thus avoid risking engagement with the contentious issues around imbalances of power.

“If both students and teachers are to confront issues of oppression and power in any meaningful way, we need to design more purposely for the difficulties they will encounter, for example, creating a classroom environment that promotes safety and trust so that all students are able to confront and deal with prejudice and discrimination. Classroom environments will need to balance the affective and cognitive in addressing issues of diversity and social justice,” he added.

He also said that teachers should recognise the need to complement changing attitudes with attempts to change the structural aspects of oppressions.

“To prevent superficial commitments to change, it is important for students to explore barriers that prevent them from confronting oppressive attitudes and behaviours. In this way students are able to learn and see the structural aspects of oppression,” he said.

“Equally important, however, is to get students to examine the benefits associated with challenging oppression. A fair amount of time must therefore be spent on developing strategies with students which they will be able to use practically in challenging oppression.”

He also advised educators to affirm the capacity of staff and learners to act and learn in ways that do not replicate patterns of oppression.

“Many South African schools have survived both the harsh repression of apartheid and the continuing legacy of oppression of various kinds. Despite that, we are often as educators made aware of the ways in which young people in particular affirm themselves and each other in creative and confident ways,” he concluded.

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acg)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za  
7 October 2010
 

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