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UFS and ARC establish research chairs to address climate change

12 July 2024 | Story André Damons | Photo André Damons

Research Chairs 2024 — Prof Paul Oberholster, Dean: NAS; Dr Glen Taylor, Senior Director for the Directorate Research Development (DRD); Prof Vasu Reddy, Deputy Vice-Chancellor, Research and Internationalisation; and Prof Johan van Niekerk, Vice-Dean for Agriculture in the Faculty of Natural and Agricultural Sciences (NAS); are excited for the new ARC-DALLRD-UFS research chairs.

In a concerted effort to address the challenges and impact of climate change in Southern Africa, the University of the Free State (UFS) together with the Agricultural Research Council (ARC) and the Department of Agriculture, Land Reform and Rural Development (DALRRD) established four new research chairs within the Faculty of Natural and Agricultural Sciences (NAS).

The ARC-DALLRD-UFS research chairs, namely Climate Change and Agriculture, Innovative Agro-processing for Climate-smart Food System, Agriculture Risk Financing and Sustainable Livestock Production, falls under the umbrella of climate change and are part of the established centre of excellence of the ARC and DALRRD on Climate Smart Agriculture.

They will form part of two centres of excellence that the university is also in the process of establishing. The framework for these Agriculture Research Centres of Excellence involves several key components aimed at fostering innovation, collaboration, and impactful research in agriculture. In this case it is Climate Smart Agriculture, enabling them to play a pivotal role in advancing agriculture, enhancing productivity, sustainability, and resilience in the face of global challenges related to climate change.

Prof Johan van Niekerk, Vice-Dean for Agriculture for NAS, and Prof Sonja Venter, from the ARC, are the coordinators for the ARC-UFS-consortium. Joel Mamabolo from the DALRRD is the department’s representative and DALRRD manager in the consortium.

The purpose of the research chairs, he explains, is to conduct high-level research with an aspect of community impact as envisaged in the university’s vision 130. This is the UFS and NAS’s first steps towards creating industry chairs with negotiations between the UFS and the ARC-DALRRD currently taking place for further expansion of the chairs.

Improve research and food security

“The UFS has a long-standing relationship with the ARC and the parties came together to work together to improve research and food security in South Africa and Sub-Saharan Africa. The best way to do this, was by creating research chairs. The ARC saw the university’s expertise in agriculture which also contributed to the ARC establishing the chairs. Our expertise is of such a nature that it does not only influence the sector, but also makes a lasting difference,” says Prof Van Niekerk.

According to him, the ARC and the UFS will collectively manage the research chairs by appointing co-chair principal scientists for each of the chairs in order for the chairs to work together and share resources and expertise. The ARC-DALLRD-UFS research chairs will also work closely together within multidisciplinary research teams and complement each other and in doing so, create a value chain within the agriculture sector.

It will integrate various disciplines including agronomy, genetics, soil science, ecology, pathology economics, socioeconomics horticulture, animal sciences, food sciences and engineering to mention a few. This multidisciplinary approach will foster comprehensive research solutions and innovation at the intersection of different fields and will aim to contribute to sustainable food systems for the future.

The first two chairs; Climate Change and Agriculture, headed by Prof Linus Franke, Head of the UFS Department of Soil, Crop, and Climate Sciences, and the Innovative Agro-processing for Climate-smart Food System, which will be under Dr Alba du Toit, Senior Lecturer in the Department of Sustainable Food Systems and Development, officially started on 1 July 2024, while the remaining two chairs will begin operating in December. The ARC will soon confirm the co-leaders of the various chairs.

The Agriculture Risk Financing research chair will be shared between the Department of Agricultural Economics, within NAS, and the UFS Business School. The Sustainable Livestock Production chair will fall within Prof Frikkie Neser’s Department of Animal Science. To add more credibility, experience and expertise to the ARC-DALLRD-UFS research chairs, Prof Maryke Labuschagne, who is leading the NRF SARChI Chair in Diseases and Quality of Field Crops, has been appointed as mentor.

Prof Vasu Reddy, Deputy Vice-Chancellor, Research and Internationalisation, says: “These chairs mark an exciting opportunity to deepen our understanding of climate change aligned to our expertise in agriculture. The chairs offer us the opportunity to honour and support the leaders who will contribute in powerful ways to the vibrant intellectual life of the faculty, as well as the university, the ARC and DALRRD.

“The chairs also honour the donor whose financial support makes this form of recognition possible. At the UFS we are committed to engaging in global challenges but with a deliberate local focus, energy and drive. I am especially excited that these chairs demonstrate a commitment to the UFS focus on partnerships with industry, communities, the state and other academic and research institutions both nationally and around the world.”

Grateful for the ARC relationship

Through these chairs more collaborators and partners from other universities in the country and globally will be included in the partnership with the aim to bring together internationally renowned scientific experts that will collectively focus to address global challenges and enhance the development of more scientific capacity for the country.

The university, Prof Van Niekerk continues, is grateful for the cooperation and relationship with the ARC and its President and CEO, Dr Litha Magingxa and the executive management team, as well as the DALRRD DG, Mooketsa Ramasodi and the DDG for Agricultural Production, Biosecurity and Natural Resources Management, Dipepeneneng Serage for creating an environment within which the Universities and ARC can collectively contribute towards developing solutions with the DALRRD for key agricultural challenges of the country.

He expressed his gratitude to the Directorate Research Development (DRD) under the leadership of Dr Glen Taylor, for not only their support, but for bringing the parties together and negotiating with the ARC on their behalf. In this regard he wishes to thank Dr Petronella Chaminuka from the ARC as the acting Executive Manager: Research support and coordination for her support, guidance and leadership during the process.

Prof Van Niekerk also thanked Profs Francis Petersen, UFS Vice-Chancellor and Principal, Reddy, and Paul Oberholster, Dean of the Faculty of NAS, for creating the environment and rendering immense support for this programme from the UFS.

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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