Latest News Archive

Please select Category, Year, and then Month to display items

UFS postdoc brings ecological balance and sustainable living practices for the City of Tshwane

16 May 2024 | Story Leonie Bolleurs | Photo supplied

Dr Yolandi Schoeman believes the project is directly contributing to the regeneration and conservation of biodiversity, innovating towards creating unique urban biodiversity markets, and creating a thriving natural habitat that supports ecological balance and resilience.

Tim Briercliffe, Secretary General of the International Association of Horticultural Producers (AIPH), recently congratulated the City of Tshwane for the work done on urban greening and nature-based solutions that resulted in its entry: ‘Republic of South Africa City of Tshwane Pretoria East Urban Biosphere Reserve’ being selected as one of 21 finalists in the Living Green for Biodiversity category of the AIPH World Green City Awards 2024.

The list of finalists comprises the three highest-scoring entries in each of the seven categories. The Tshwane project was entered in the Living Green for Biodiversity and Urban Ecosystem Restoration category as well as the Living Green for Urban Infrastructure and Liveability category.

Dr Yolandi Schoeman, Postdoctoral Fellow/Researcher in Ecological Engineering in the centres for Mineral Biogeochemistry and Environmental Management and the Ecological Engineering Institute of Africa at the University of the Free State (UFS), played a critical role in conceptualising and driving the bio-intelligent approach that is integral to the Tshwane SA Biosphere Reserve project.

She states that being part of a project recognised as a finalist for such a prestigious global award is profoundly gratifying. “It underscores the importance and urgency of our work in ecological engineering and biodiversity conservation, validating our efforts to create resilient urban ecosystems that can inspire similar initiatives globally.”

Enhancing urban sustainability

According to her, it is one of the university’s flagship projects in Gauteng. “Our team was pivotal in developing the methodological framework that facilitated the integration of ecological, economic, social, and technological dimensions to effectively address climate change, biodiversity loss, disconnections in coupled human and natural systems, and enhance urban sustainability.”

Dr Schoeman says the project was initiated in the early stages of their investigations into sustainable urban development, with notable developments in 2023, as highlighted during the City of Tshwane Climate Change and Research Conference. She indicates that the project is continuing, with phases that include various baseline research activities, active ecosystem regeneration, continuous monitoring, roll-out of a unique biodiversity citizen science approach, integrated and inclusive stakeholder involvement, creating a unique urban biodiversity market, awareness and capacity building, and moving towards formally applying to the International Union for Conservation of Nature (IUCN) for the formal recognition of the urban biosphere region within the greater Pretoria East area.

She remarks that her inspiration to engage in this project stemmed from a commitment to address the multifaceted challenges posed by climate change and biodiversity loss, particularly in urban settings. “The most remarkable aspect of the project is its innovative approach to integrating urban development with ecological engineering, fostering a sustainable coexistence between humans and nature that serves as a model for cities worldwide,” she says.

She is excited about the impact of the work that has been done. Not only is the project directly contributing to the regeneration and conservation of biodiversity, creating a thriving natural habitat that supports ecological balance and resilience, but it is also impacting the greater Tshwane community. Dr Schoeman believes that the project significantly enhances community engagement and participation, which in turn fosters greater awareness and responsibility towards sustainable living practices.

Crafting practical, impactful solutions

Besides her instrumental role in making an impact, Dr Schoeman also enjoyed the project, particularly the opportunity to collaborate with a diverse group of stakeholders, including local communities, government bodies, and fellow researchers. “This multidisciplinary collaboration has not only enriched the project but has also been instrumental in crafting practical, impactful solutions tailored to the specific needs and characteristics of Tshwane,” she comments.

As a finalist in the Living Green for Biodiversity category of the AIPH World Green City Awards 2024, the city of Tshwane will receive a Highly Commended certificate at an awards ceremony in September in Utrecht, the Netherlands, and will ultimately have the opportunity to win the title of Grand Winner of the 2024 edition of the AIPH World Green City Awards.

News Archive

Socially inclusive teaching provides solution to Grade 4 literacy challenges

2017-01-23

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.

Back

Economic and Management Sciences

Education

Health Sciences

The Humanities

Law

Natural and Agricultural Sciences

Theology and Religion

Open Distance Learning

Business School

We use cookies to make interactions with our websites and services easy and meaningful. To better understand how they are used, read more about the UFS cookie policy. By continuing to use this site you are giving us your consent to do this.

Accept