Latest News Archive

Please select Category, Year, and then Month to display items
Previous Archive
18 October 2024 | Story André Damons | Photo Supplied
Prof-Maryke-Labuschagne
Prof Maryke Labuschagne is a Professor of Plant Breeding in the UFS Department of Plant Sciences.

A new research chair at the University of the Free State (UFS), led by Prof Maryke Labuschagne, a Professor of Plant Breeding in the UFS Department of Plant Sciences, hopes to increase food and nutritional security in South Africa through crops that have intrinsic high nutritional value.

The Breeding Climate-Resilient Vegetables and Grains research chair was established in partnership with the Agricultural Research Council (ARC) and the Department of Agriculture, Land Reform and Rural Development (DALRRD). It will be hosted within the Faculty of Natural and Agricultural Sciences (NAS) alongside the other 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. 

The aim of the new ARC-DALLRD-UFS research chair, explains Prof Labuschagne, who is also leading the National Research Foundation (NRF) SARChI Chair in Diseases and Quality of Field Crops, is to breed climate resilient crops with high levels of nutrients such as iron, zinc, provitamin A and essential amino acids, as well as disease resistance, in collaboration with the ARC.

Breeding of climate resilient crops

“We are all aware of the need for food security in South Africa. Climate change is already negatively impacting food production. With this research chair, in collaboration with the ARC, we hope to increase food security through crops that have intrinsic high nutritional value, for example, high levels of iron and zinc and provitamin A, of which there are high levels of deficiency in our population, and at the same time increase climate resilience (such as heat and drought tolerance) in these crops.

“We will be working on breeding climate-resilient, nutrient-rich and disease-resistant pigeon pea and cowpea cultivars; maize rich in provitamin A, iron and zinc; highly nutritious sweet and bitter sorghum; rust-resistant and good-quality wheat; high-yielding and nutritious indigenous vegetables such as amaranth and amadumbi; and research on potato, sweet potato and cassava for human and industrial uses,” says Prof Labuschagne.

The new chair will complement the research that is already being done for the SARChI chair, but with the ARC as partner. It will combine the expertise and resources of Plant Breeding at the UFS with that of the ARC-VIMP (Vegetable, Industrial and Medicinal Plants), ARC-GC (Grain Crops) and ARC-SC (Small Grains). The chair research will include orphan crops such as cowpea, pigeon pea and indigenous vegetables, as well as root and tuber crops such as potato and cassava, and cereals such as wheat, maize and sorghum.

Collaborative research

“The focus of this chair is on collaborative research and student training with the ARC, but the research area will still focus on the development of nutrient-rich and disease-resistant food-security crops. It will also have an additional focus of climate resilience, and the inclusion of orphan crops indigenous to Africa and South Africa.”

Prof Labuschagne says it is exciting that collaborative research can now be done with the unique expertise and resources (laboratory equipment, fields, greenhouses etc.) of several research institutes for the benefit of food and nutritional security in South Africa. Doing this research in a large team with lots of expertise in different areas will certainly yield more and better results with a larger impact on food security.

“This is a very exciting development in agricultural research now that we are part of a large team all working towards the same goal of improving food security, sharing expertise and resources and also doing collaborative training of MSc and PhD students who will become the scientists of tomorrow, taking this quest into the future.”

Prof Vasu Reddy, Deputy Vice-Chancellor: Research and Internationalisation, says this chair is aligned to the UFS Vision 130 strategy, shaped by excellence and impact, sustainability and society. “This distinguished chair led by Prof Labuschagne recognises exceptional achievement and pre-eminence in the field to catalyse and ignite new talent and new knowledge. It marks an exciting opportunity to deepen our understanding of breeding climate-resilient vegetables and grains aligned to our expertise in agriculture.”

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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