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19 April 2024 | Story André Damons | Photo Stephen Collett
Prof Salim Karim
Prof Francis Petersen, Vice-Chancellor and Principal of the University of the Free State (left) and Prof Gert Van Zyl, Faculty of Health Sciences Dean (right) conferred Prof Salim S Abdool Karim honorary doctorate for his ground-breaking research in AIDS and COVID-19. He received the degree PhD in Medical Virology (h.c.) during the Faculty of Health Sciences graduation ceremony.

With the case study of Caprise 256, a young woman in his AIDS study, and her potent antibody that kills HIV, Prof Salim S Abdool Karim, honorary doctorate recipient, conveyed the message of the power of science, knowledge and discovery to motivate the graduates from the Faculties of Health Sciences and Theology and Religion at the University of the Free State (UFS).

Prof Karim, renowned for his ground-breaking research in AIDS and COVID-19, received the degree PhD in Medical Virology (h.c.) during Thursday’s (18 April 2024) graduation ceremony.

From humble beginnings

“It is great honour and privilege to be here and accept this honorary doctorate. I first went to university in 1978 and wanted to study engineering but did not have the money to pay for registration as I come from a poor background. So, I attended classes anywhere. But then I was accepted to study medicine at the University of Natal with a full scholarship and that was the end of my career in engineering.

“From that humble beginning to today where you might have watched me on TV trying to share with you what we know about COVID-19 and other infectious diseases, is a great culmination of a career and I am deeply honoured and privileged to receive this honorary doctorate”, he said shortly after accepting his fifth honorary degree.

Prof Abdool Karim, a clinical infectious disease epidemiologist who is widely recognised for scientific contributions to AIDS and COVID-19, also shared with graduates the last 20 years of his academic journey with an example to illustrate how exciting the acquisition of knowledge and thrill of discovery can be. He talked about his work with AIDS and says it remains one of the world’s greatest challenges. Last year, he said, there were 1.3 million new infections and over 700 000 deaths as a result of AIDS.

Caprisa 256’s antibody

“I have devoted almost 40 years of research to looking for solutions for the AIDS problem and one of the biggest problems we are dealing with is the high rate of HIV, particularly in young girls. In 2003 we started a study to begin to understand why young women are at such a high risk of HIV.

“We enrolled hundreds of young women without HIV. We provided them with all kinds of knowledge to try and keep them HIV-free. Amongst those women we enrolled was participant 256, a young lady and she acquired HIV infection two years later in 2005.”

It would later turn out that this young woman, codename Caprisa 256, has a very special antibody – the kind that can kill a wide range of HIV – which is referred to as a broadly neutralising antibody. It is an antibody researchers tried to ellicit in making vaccine.

It turned out that not only is her antibody able to kill a wide range of HIV, it is a highly potent antibody. After testing and cloning a cell in the blood and growing it in a culture and harvesting the antibody, it was genetically manipulated to get a better antibody.

The Director of the Centre for the AIDS Programme of Research in South Africa (Caprisa), explained that it took two-and-a-half years to manufacture this antibody in the US and the first South African was injected with it in 2020. They enrolled over 1 000 women in a study with half of the women receiving the placebo and half the antibody. The question whether it works, or protects humans from the HIV will only be answered next year, Prof Abdool Karim explained. 

The 3 Ps

“What I am trying to convey to you, it’s the power of science, the power of knowledge, the power of discovery and when each of you goes out into the world, I want to leave you with the message that there are three valuable lessons that I have learned in this 20-year journey of Caprisa 256.

“The first one is find your passion, find something that excites you when you wake up in the morning. There will be people that would want to pull you down, you will have to stand firm. You have to show that you are passionate and committed and regardless of the obstacles, you will persevere. Find your passion and persevere. And as you do that, always remember the pursuit of excellence. I know that each of you will bring to this world your own humanity, your own values, and we are in this world, in a situation where we are in desperate need of people who will bring their humanity and their wisdom to bear.”

Prof Francis Petersen, Vice-Chancellor and Principal of the UFS, congratulated Prof Abdool Karim on his honorary degree and praised his groundbreaking research on Aids and COVID-19, as well as his exceptional work in medical virology over the years. “Prof Abdool Karim led the South African response to COVID-19, providing us as the public, as well as the government with scientific advice on the virus, new variants, and flattening the curve. Prof Abdool Karim has the ability to easily explain complex science to members of the general public in such a way that they are able to understand it. He played a critical role during the pandemic, and for this as well as for his research on Aids, South Africa is indebted to him.

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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