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10 May 2024 | Story Leonie Bolleurs | Photo supplied
Maureen Maisiri - Keynote Speaker PhD Candidate UFS
Delivering the keynote address at the first PhD Colloquium in Disaster Risk Management and Climate Change Adaption, Maureen Maisiri said that it is important to stop taking approaches that do not include people affected by disasters and climate change.

In the midst of South Africa's complex socioeconomic challenges, including poverty, food insecurity, and environmental degradation, a study tiled: Nature-based solutions practices: implications on farm performance, sustainable environment, poverty reduction and food security among South African households? explores the potential of nature-based solutions (NBS) to address these pressing issues. Focused on disaster risk management and climate change adaptation, this study examines the adoption of NBS and its impact on environmental sustainability, agricultural productivity, and community resilience. Collins Okolie aims to offer valuable insights for policy makers, farmers, and communities by investigating the viability of NBS as a strategy for mitigating disaster risk and managing climate change. His work emphasises the importance of raising awareness about NBS and its transformative potential in enhancing farm performance, food security, and poverty reduction.

This study was one of a number of studies discussed during the first three-day PhD Colloquium in Disaster Risk Management and Climate Change Adaptation hosted by the Disaster Management Training and Education Centre for Africa (DiMTEC) at the University of the Free State (UFS).

Becoming a centre of excellence

According to Dr Olivia Kunguma, Lecturer in DiMTEC who acted as chair, the colloquium was inspired by DiMTEC’s vision to become a centre of excellence. It aimed to support PhD candidates and find solutions and recommendations for the increasing incidents and declared disasters in Africa. She added that the colloquium was also the centre’s way of contributing to the achievement of global targets, such as the Sendai Framework for Disaster Risk Reduction 2015-2030 priorities, the Paris Climate Change Agreement of 2015, and the Sustainable Development Goals.

Among the more than 80 delegates who attended the colloquium were key stakeholders in disaster management, including representatives from the National Disaster Management Centre and the Gauteng Provincial Disaster Management Centre, in addition to the PhD candidates. The event also received support from UFS research structures, including the Directorate Research Development represented by its Director, Dr Glen Taylor, and the Faculty of Natural and Agricultural Sciences, represented by the Dean, Prof Paul Oberholster. External stakeholders in attendance included Counsellor Lulama Titi-Odili, the Deputy Mayor of the Mangaung Metropolitan Municipality, and Khotso Tsotsotso, the acting Head of the Old Mutual Foundation. The event was also sponsored by the Old Mutual Foundation, the Gauteng Provincial Disaster Management Centre, and the National Disaster Management Centre. “Having the Old Mutual Foundation as the primary sponsor is exciting for the disaster management fraternity, as it will see insurance companies take a growing interest in disaster risk management, resilience building, and climate change adaptation,” said Dr Kunguma.

Dr Kunguma pointed out the excitement and productive engagement between the audience and the PhD candidates as a particular highlight of the event. She emphasised the rigorous and scientific feedback received by the candidates, allowing them to reflect on their research motivation, perspectives, and future implications. The event provided an invaluable opportunity for PhD candidates to receive practical, social, and scientific feedback from both research experts and industry professionals. Dr Kunguma remarked, “The feedback and engagements have improved their work, and sharpened their presentation skills and confidence in their work and in themselves.”

Additionally, the initiative provoked praise from the Deputy Mayor, who underlined her role in advocating for increased funding for disaster management. Counsellor Titi-Odili stressed the importance of budgeting sufficiently for disasters. She acknowledged that disasters often originate at the local level and advocated for adjustments in the disaster declaration process. She also proposed the involvement of interns or graduates in government disaster management efforts.

Jurgens Dyssel from the National Disaster Management Centre also provided his input on the value of this initiative. He indicated that such a platform brings new knowledge that should be aligned with industry needs for translation into community impact. He suggested that the colloquium be aligned with the National Disaster Management Research Agenda, a repository for all research in disaster and climate studies.

Tshepo Motlhale, Chief Director of the Gauteng Provincial Disaster Management Centre, added that the colloquium is an innovative platform for diversifying all aspects of interventions and creating a space to enhance partnerships and collaborations to come up with solutions.

Blended systematic and sustainable solutions

Giving a voice to the PhD candidates was Maureen Maisiri, who was also appointed as the keynote speaker for this event. According to her, there is a need to create blended systematic and sustainable solutions and to stop taking approaches that do not include people affected by disasters and climate change. Maisiri encouraged fellow PhD candidates to work in teams, to appreciate diversity, and to be disciplined.

In the panel discussion on My PhD journey and contribution to Disaster Risk Management and Climate Change Adaptation, the work of Daizy Nalwamba and Zukiswa Poto investigated critical aspects of disaster risk management and climate change adaptation. Nalwamba's study in Zambia explored the effectiveness of environmental education in promoting sustainable practices, revealing gaps between knowledge and practical application. Meanwhile, Poto's research in South Africa highlighted the need to prioritise economic resilience in disaster management legislation, advocating for proactive measures to support business continuity and community resilience.

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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