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22 April 2025 | Story André Damons | Photo Supplied
Dr Tafadzwa Maramura
Dr Tafadzwa Clementine Maramura is a Senior Lecturer and NRF-Rated Researcher in the Department of Public Administration and Management at the UFS.

With roughly half the world’s population experiencing severe water scarcity for at least part of the year, according to the UN World Water Development Report 2024, a researcher from the University of the Free State (UFS) seeks to understand how South Africa and the rest of the African continent can ensure that every person has access to water.

Besides Dr Tafadzwa Clementine Maramura, Senior Lecturer and NRF-Rated Researcher in the Department of Public Administration and Management at the UFS, research focusing on service delivery, especially delivery of water to the most vulnerable and poorest households, her work also focuses on the water-health nexus. In February she was appointed the Secretary for the Institutional Governance and Regulations Framework – a sub-specialist group for the International Water Association (IWA), becoming the first black African female to be appointed to this position.

According to statistics quoted by Greenpeace, 5.52 billion people out of a population of 7.78 billion in 186 countries face water insecurity, of which, 1.34 billion are Africans, accounting for more than 90% of the continent’s population. The United Nations World Water Development Report 2024: water for prosperity and peace; facts, figures, and action examples state that as of 2022, 2.2 billion people were without access to safely managed drinking water.

 

Research focus

With this, and with the Sustainable Development Goals (SDGs) – especially Goal 6 (clean water and sanitation) – in mind, Dr Maramura seeks to understand how South Africa and the rest of Africa can ensure that everyone gets access to this particular resource. “My research focuses on water governance and sustainable service delivery, public policies, and the green economy in the African, as well as the South African, context. What I found is interesting and really saddening at the same time. When you break it down, you realise that one in every three people in Africa don’t have access to potable water.

“Water is a basic human right, you can survive without electricity and other luxuries, but not without water. Each time you brush your teeth or flush your toilet with at least 15 litres of clean water or you are watering your garden with clean water, there are people that actually don’t have access to basic drinking water,” says Dr Maramura.

She is also investigating what the government is doing to ensure it delivers on this service it is mandated to, as South Africa has all the policies in place, and the best constitution in the world, but still the poor and most vulnerable communities do not have water.

“Access to clean water is not just a basic need; it is a matter of dignity, equality, and survival. As a young African woman, through my research, I see first-hand how the burden of water scarcity falls disproportionately on women and girls, robbing us as women, of education, economic opportunities, and health.

“But we are not just victims – we are leaders in this fight. By empowering women and investing in sustainable water solutions, we can transform our communities and break the cycle of poverty. The time for action is now because water is life, and every African deserves it.”

 

The water-health nexus

Dr Maramura has book chapters coming out in June this year that focus on the water-health nexus in failed states, thereby merging SDG 3 and 6 on health and water respectively. Water plays an indispensable role in the world as it is important for accomplishing several other SDGs, such as zero hunger, poverty eradication, good health and well-being, and affordable and clean energy. It all depends on the achievement of goal 6.

Says Dr Maramura: “You cannot solve problems in isolation; you cannot look at the water problem in isolation. If you have a water problem, you have a health and education problem because kids can’t go to school if there is no water. Hospitals can’t function when there is no water.

“SDG 3 speaks to health and SDG 6 speaks to water and that is where the nexus is, nexus meaning connection between water and health. How can we ensure that we merge the two together and ensure researchers working on health and water can find common ground to address any challenges arising from the lack of water so that we don’t have these health issues?”

South Africa is an upper-middle-income country but still struggles to deliver potable water to everyone and many communities in the country still rely on ventilated pit latrines due to limited access to modern sanitation facilities. With the deadline for achieving the 17 SDGs only five years away, South Africa is at risk of failing to achieve the SDGs.

 

Solving the water problems

According to Dr Maramura, there is no magic wand that can be used to solve all the country's water problems, but a collaborative and comprehensive effort is needed. “There is work that needs to be done. The government, private sector, the communities, as well as other role players need to work together. South Africa is a water-stressed country with rainfall below the global average. We realised that we have scarce groundwater resources.

“The community needs to understand, participate, and be aware of how much damage we can do by just drilling boreholes and digging wells. The private sector needs to know what it is that they can do to ensure that they also play a part through their corporate social responsibility and philanthropic dimensions in assisting the community.”

From the government side, she says, the policies are there so the government needs to consult with the communities, the private sector, and all other relevant stakeholders. They need to involve affected communities and after consultations, they need to engage these communities because they understand their problem best.

News Archive

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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