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07 August 2025 | Story Martinette Brits | Photo Stephen Collett
Prof Willem Boshoff
Prof Willem Boshoff shares insights from decades of rust disease research during his inaugural lecture at the University of the Free State.

Rust diseases of food crops remain one of agriculture’s most enduring and evolving challenges. In his inaugural lecture on 23 July 2025 at the University of the Free State (UFS), Prof Willem Boshoff shared how these complex pathogens continue to pose a significant threat to South Africa’s staple crops – and why continued research is more critical than ever.

Titled Battling rust diseases of food crops in South Africa, the lecture reflected on decades of rust research and recent developments in pathogen virulence. Prof Boshoff, from the Department of Plant Sciences, emphasised that the threat posed by rust fungi today stems from their “mechanisms of variability, their ease of long-distance spore dispersal, and subsequent foreign race incursions”.

 

A shifting disease landscape

Rust fungi are biotrophic organisms that cannot be cultured on artificial growth media. This makes rust research a technically demanding field that requires living pathogen collections, seed sources, skilled researchers, and specialised infrastructure. Prof Boshoff noted that for more than 35 years, the UFS has been at the forefront of this work, monitoring rust pathogens on wheat, barley, oats, maize, and sunflower.

While wheat remains the most extensively studied type, recent rust outbreaks across a range of crops point to a worrying trend. A localised outbreak of stem rust on spring wheat in the Western Cape has been linked to race BFGSF, which carries a previously unknown combination of virulence genes affecting both wheat and triticale. In 2021, leaf rust race CNPSK was detected, showing virulence to the highly effective Lr9 resistance gene.

More recently, stripe rust race 142E30A+ – first reported in Zimbabwe – was found in wheat cultivars from the Free State and northern irrigation areas. “Results revealed increased susceptibility of especially spring irrigation wheat cultivars,” Prof Boshoff explained, particularly due to its virulence to the Yr9 and Yr27 resistance genes.

Rust pathogens affecting other crops are also evolving. In maize, only a few lines with mostly stacked resistance gene combinations were effective against all tested isolates. In sunflower, just four of 30 Agricultural Research Council national trial hybrids showed resistance to local rust races.

 

Building better resistance

A key strategy in rust control lies in identifying and understanding resistance in host plants. This, Prof Boshoff stressed, requires optimised phenotyping systems for both greenhouse and field conditions, along with a solid understanding of available resistance sources. At the UFS, several recent studies have contributed valuable data to both local and international plant breeding programmes.

“Continued local and regional rust research is critical,” he said. “It supports early detection of new races, alerts to producers through updated cultivar responses, and enables efficient breeding strategies and other sustainable methods of rust management.”

The rust programme at the UFS has not only supported varietal release and on-farm risk management, but also strengthened collaboration between plant scientists, industry partners, and international researchers. With South Africa’s strategic location and history of rust surveillance, the programme continues to play a pivotal role in continental and global food security efforts.

 

About Prof Willem Boshoff

Prof Willem Boshoff is a plant pathologist with a strong background in wheat breeding and rust disease control. He holds four degrees from the University of the Free State, all awarded cum laude: a BScAgric (1994), BScAgric Honours (1995), MScAgric (1997), and PhDAgric (2001). His doctoral research focused on the control of foliar rusts in wheat.

Between 2001 and 2016, he worked as a wheat breeder and contributed to the release of several commercial cultivars. He joined the UFS Department of Plant Sciences in 2017 and has since been actively involved in national and international research projects, capacity development, and advancing disease resistance in food crops.

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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