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09 February 2024 | Story EDZANI NEPHALELA | Photo SUPPLIED
Jerry Dlamini
Dr Jerry Dlamini, lecturer and researcher specialising in agronomy within the Department of Soil, Crop, and Climate Sciences at the University of the Free State (UFS), is at the forefront of pioneering research in this field.

Greenhouse gas emissions represent a significant global concern, driving climate change on a massive scale. This concern is particularly pronounced in rainfed agriculture, where understanding and addressing these emissions are crucial for ensuring sustainable agricultural practices. 

In South Africa, rainfed agriculture is vital in food production, contributing substantially to the nation's agricultural output. However, this sector also stands as a notable contributor to greenhouse gas emissions, primarily through activities such as livestock farming, fertiliser use, and changes in land use.

Dr Jerry Dlamini, a distinguished lecturer and researcher specialising in agronomy within the Department of Soil, Crop, and Climate Sciences at the University of the Free State (UFS), is leading pioneering research in this field. His current project, @CROPGas on X, funded by the European Joint Programme (EPJ), with a budget of R22 million, focuses on investigating the impact of various conservation agriculture interventions on greenhouse gas emissions, primarily targeting nitrous oxide (N2O), methane (CH4), and carbon dioxide (CO2).

This two-year project, which commenced in December 2022 and concludes in December 2024, is a collaborative effort between European and African universities and institutions, including Rothamsted Research (UK), University College Dublin (Ireland), University of Nottingham (UK), University of Poznan (Poland), British Geological Surveys (BGS), University of Zambia (Zambia), University of Zimbabwe, and Lilongwe University of Agriculture and Natural Resources (Malawi). 

Dr Dlamini’s preliminary findings from the UFS Kenilworth Experimental Farm indicate that climate-smart agriculture interventions, such as legume rotation and no-till practices, have the potential to reduce the intensity of greenhouse gas emissions, particularly highly radiative gases like N2O.

“This is a significant finding,” Dr Dlamini noted, “as N2O has a global warming potential 100 times greater than CO2 over a 100-year horizon, meaning its impact on ozone depletion persists far longer despite being emitted in smaller quantities.”

Looking ahead, Dr Dlamini advocates for increased research efforts to quantify greenhouse gas emissions from South African croplands. He emphasises the importance of field-based measurements, akin to methodologies employed by other nations, to enhance the accuracy and effectiveness of South Africa's greenhouse gas inventories submitted annually to the United Nations Framework Convention on Climate Change (UNFCCC) and to devise effective mitigation strategies. 

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Deborah Meier on Education and Social Justice
2012-06-18

 

With Deborah Meier is, from the left: Brian Naidoo, Senior Lecturer: Department of English; and Rèné Eloff, Research Assistant at the International Institute for Studies in Race, Reconciliation and Social Justice.
Photo: Johan Roux
18 June 2012

Celebrated author and educator, Deborah Meier, recently visited the university. Meier, ranked among the most acclaimed leaders of the school reform movement in the United States, spoke about democracy and education at a Critical Conversation hosted by the International Institute for Studies in Race, Reconciliation and Social Justice.

Speaking from her experience of the United States education system, Meier said that she had always been primarily concerned by the fact that schools were not engaging children in discussions about important and difficult topics such as democracy, race and class. As far as democracy was concerned, Meier pointed out that most schools viewed the occasional voting exercise as a lesson in democracy. However, as far as she was concerned, voting was the least important aspect of democracy. She admitted that democracy was almost impossible define, but in her view engaging with this difficulty was, in itself, an important democratic act – an act which could and should find its rightful place in the classroom.

Meier pointed out that children were effectively “incarcerated” for the six hours they spent at school every day. She expressed her grave concern about the fact that this time was not used to nurture and develop the considerable energy and creativity that young children had. Meier envisioned a school that could rise up to this challenge. At one point she mused, “Did I miss something? Did we invent some other institution that was taking on this responsibility?”

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