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15 August 2025 | Story Martinette Brits | Photo Stephen Collett
Prof Yonas Bahta
Prof Yonas Bahta, Professor in the Department of Agricultural Economics at the University of the Free State, delivered his inaugural lecture on the future of agricultural trade and food security, titled Can We Own the Future? The Ever-Changing Dynamics of Agricultural Trade and Food Security Amid Intensifying Agricultural Drought.

With the world hurtling towards a population of 9,7 billion by 2050 – and Africa set to make up more than a quarter of that – the question of whether we can ‘own the future’ has never been more urgent. In his inaugural lecture at the University of the Free State (UFS), Prof Yonas Bahta from the Department of Agricultural Economics warned that climate change, trade tensions, and deepening food insecurity are converging to create unprecedented risks for farmers, economies, and communities.

“We find ourselves at a pivotal moment in human history, characterised by the intersection of climate change, particularly agricultural drought, resource scarcity, geopolitical instability, and the current trade reciprocal tariff, all of which pose significant threats to the foundational structures of global food systems,” he said.

 

From vulnerability to agency

Prof Bahta highlighted the stark reality that the world population is projected to reach 9,7 billion by 2050, with Africa constituting 2,5 billion. “Despite this growth, the agricultural sector predominantly operates at a subsistence level, with diminishing resources available to farming communities, especially smallholder farmers who rely on agriculture as their primary source of employment and sustenance.”

In South Africa, climate change – particularly agricultural drought – is affecting both commercial and smallholder farmers, with cascading effects on food security, employment, and livelihoods. Coupled with disease outbreaks, these factors lead to reduced crop yields, supply shocks, and trade imbalances that ripple through the economy.

Food insecurity remains a critical concern, with approximately 15 million South African households experiencing moderate to severe food insecurity – a figure even higher (25,5%) among households engaged in agricultural activities. Prof Bahta emphasised that these challenges are compounded by “institutional barriers such as the current trade reciprocal tariff by the USA, limited access to credit, crop and livestock insurance, inadequate road infrastructure, and electricity shortages”.

Despite these challenges, Prof Bahta sees clear opportunities. He pointed to Africa, including South Africa’s extensive arable land; research and innovation have highlighted the benefits of integrating traditional techniques with modern approaches such as climate-smart agriculture and its membership of BRICS and other trading partners as levers for resilience and growth. “Securing the future is not about mere assertion but about the stewardship of markets, data, and people,” he said. By aligning trade policy, drought preparedness, and social protection within robust institutions, “the country can transition from vulnerability to agency, from passively observing the future to actively shaping it. In doing so, we may indeed assert with integrity that ‘We own the future’.”

 

About Prof Yonas Bahta

Prof Yonas Bahta is a Professor and NRF-rated researcher in the Department of Agricultural Economics at the University of the Free State. He joined the UFS as a researcher in 2014 and has supervised more than 42 postgraduate students (both MSc and PhD), of whom 29 have completed their studies (10 PhD and 19 MSc).

He holds a PhD (2007) and MSc (2004, with distinction) in Agricultural Economics from the UFS, and a BSc (1994) in Agricultural Economics from Haramaya University, Ethiopia. Prof Bahta serves on the editorial boards of several journals, acts as a reviewer and guest editor, and is a member of several national and international professional bodies.

His work has been recognised with an award from the African Growth and Development Policy Modelling Consortium (AGRODEP), and in 2024 he was rated among the top 2% of researchers globally by Elsevier.

News Archive

An education system based on hope is what South Africa needs – Dr Beryl Botman
2016-05-26

Description: Hope revised Tags: Hope revised

Dr Beryl Botman, a postdoctoral research
fellow at the IRSJ, with Dr Willy Nel research associate
at the IRSJ and lecturer at the UFS
Faculty of Education.

HOPE is tangible and concrete construct that should be rooted in the learning and training of teachers,” said Dr Beryl Botman, a postdoctoral research fellow at the Institute for Reconciliation and Social Justice (IRSJ).

She presented her research paper Educators, praxis, and hope: A philosophical analysis of post-apartheid teacher education policy, based on the theoretical ideologies of Paulo Freire’s Pedagogy of the Oppressed. She explores ways in which oppression has been justified, and how it has been overcome through a mutual process between the oppressor and the oppressed, drawing on Paolo Freire’s theories and practices. The presentation was held at the University of the Free State’s (UFS) Faculty of Education, on the Bloemfontein campus on 13 May 2016.

From oppression to hope

Hope should be an educational construct for teacher education in South Africa. Dr Botman asserts that epistemology and ontology should be inseparable, as they are pivotal to an education system that is transformational.

The recent country-wide student protests and demonstrations are an indicant that education institutions need to seek understanding of mechanisms that fuel social conflict. Dr Botman claims that vast social inequalities make the process of democratisation difficult thus hindering transformation. She states that a critical consciousness is important for all South Africans, but more so for educators; it can be used as a tool to understanding the mechanisms of social conflict.

“Self-reflection and self-critique is vital for educators, we need to understand that we do not have all the answers because we ever-evolving beings, working on understanding ourselves and the people around us,” said Dr Botman.

The notion of hope
“I am a farmer. I have no hope for a future that is different from today. This quotation comes from Paulo Freire’s work," said Dr Botman. She said that the South African context and environment is similar. She said that people cannot live for today; one should live for tomorrow if hope is to manifest itself.

South African education environment needs to adopt a progressive consciousness that is future orientated, “You need to be hopeful, if you are radical. You need to be able to envision a new society and a new world,” said Dr Botman.

“You cannot only denounce the present, you need to also announce your hopes for a new society. South Africa needs education systems built on understanding. Although change is difficult, it is necessary for transformation,” Dr Botman added.

What makes hope educational?
“Hope is a vision for a tomorrow that is different, and vital for a transformative education system. To get out of a state of despair, people need to educate their hope. Lately, the issue of white privilege has been brought to the fore. You need to educate your hope, so that you understand the reality of others but, more importantly, of yourself,” said Dr Botman.

Dr Botma added that teacher education needs to adopt a Freirean pedagogy with a strong philosophy based on hope. The agency of teachers can either be hopeful or without hope. It is vital that education promotes hope.

“Teachers need to rely on their existential experience, the experiences of others, and the experiences of the children or students they teach. An understanding of all these experience reinforces the idea that people are life-long learners, always learning and adapting to society’s needs,” said Dr Botman.

Teachers as agents of hope

Dr Botman stated that current South African education policy is directed towards transformation but it does not stipulate means to achieve this objective. Further, she argues that educators need to put greater emphasis on self-knowledge, self-reflection, and self-education. Connecting with teachers, parents, students and the community engages with their self-knowledge and reflection.

Reorientation of teacher education
Dr Botman concluded by mentioning that rethinking ontological and epistemological aspects of education is important, and should be a pivotal point of teacher education. A renewed vision of hope-orientated philosophy and pedagogy needs to be adopted by the education institutions. A praxis, which is an informed action, when a balance between theory and practice is achieved. There is a need for an inclusive exploration of education philosophies and education systems not only European and Western but also African and Eastern as well.

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