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Second Southern African Mountain Conference kicks off with a resounding start in Drakensberg

19 March 2025 | Story Precious Shamase | Photo Andre Damons

The Second Southern African Mountain Conference (SAMC 2025) commenced on Monday, 17 March amid a tangible sense of anticipation and a collaborative spirit at the Champagne Sports Resort, nestled in the heart of the Maloti-Drakensberg. Delegates from across the region and beyond gathered, setting the stage for a week of insightful discussions and collaborative exploration under the theme, ‘Southern African Mountains – Overcoming Boundaries and Barriers.’

Hosted by the University of the Free State (UFS) and its Afromontane Research Unit (ARU), the conference opened with a series of welcome statements that emphasised the global significance of mountain ecosystems. Prof Ralph Clark, SAMC 2025 Conference Chair and Session Chair, initiated the proceedings, setting the tone for a conference focused on actionable solutions.

Collaboration transcends mountain borders

The global reach of the conference was immediately evident, with welcome addresses from key partners. Prof Roland Psenner, President of Eurac Research – speaking on behalf of the Global Mountain Safeguard Programme (GLOMOS) – highlighted the importance of international collaboration. Alex Hickman, Chairman of the African Mountain Research Foundation (AMRF), highlighted the critical work being done on the ground. Notably, a recorded message from Prince Harry, Duke of Sussex, in support of the AMRF resonated with attendees, further amplifying the message of the conference.

Prof Hester C. Klopper, Vice-Chancellor and Principal of the UFS – speaking on behalf of the ARU – stressed the significance of the venue, highlighting its role as a ‘meeting place’ where borders, ecosystems, and diverse stakeholders converge. "This location symbolises the very essence of our conference," Prof Klopper stated, "a space where we transcend boundaries to address the challenges facing our mountain regions".

Welcome statements were also delivered by Sara Manuelli from the Mountain Partnership, Ambassador Mirko Manzoni of the Embassy of Switzerland in South Africa, and Ndapanda Kanime, who represented the Southern African Development Community (SADC).

Dr Kelly Cerialo, representing UNESCO – the patron of SAMC 2025 – delivered a welcoming address that highlighted the organisation's commitment to supporting mountain research and conservation. The official opening was conducted by Leluma Matooane, representative of the Department of Science, Technology and Innovation.

Sharing insightful books, film, and mountains

Following the official opening, delegates attended a plenary keynote address by Dr Willem Daffue, which delved into critical aspects of mountain research. The morning session also featured a series of book launches, celebrating new publications from ARU and GLOMOS, including Sustainable Futures in Southern Africa's Mountains, Safeguarding Mountain Social-Ecological Systems, A scientific bibliography of the Waterberg, Makgabeng plateau, Blouberg, Soutpansberg and adjacent areas, and Christopher R Conz’s Environment, Knowledge, and Injustice in Lesotho: The Poverty of Progress.

Monday 17 March 2025 will be etched in the annals of Southern African mountain research and storytelling as the documentary film, Qwaqwa: Place of Barriers and Bridges, premiered to a captivated audience at the Second Southern African Mountain Conference (SAMC 2025). Hosted against the breathtaking backdrop of the central Maloti-Drakensberg, the film’s release marked a powerful moment of reflection and a catalyst for crucial dialogue.

Executive produced by Prof Vasu Reddy, Deputy Vice-Chancellor: Research and Internationalisation at the University of the Free State (UFS), and Prof Jared McDonald, Qwaqwa: Place of Barriers and Bridges offers a poignant and unflinching look at the complex social and environmental realities of the Qwaqwa region. The film, screened on the conference's opening day, served as a compelling visual narrative bridging academic discourse with the lived experiences of mountain communities.

Dialogue, networking, conference continues

Delegates, researchers, and stakeholders from across the globe witnessed the film's debut, recognising its significant contribution to understanding the challenges and opportunities within the Maloti-Drakensberg landscape. The film's premiere was not merely a screening; it was a watershed moment, sparking immediate conversations about the interplay between human activity and the fragile ecosystems of the region.

The film's release at SAMC 2025 highlighted the conference's commitment to fostering interdisciplinary dialogue and bridging the gap between research and real-world impact. By showcasing the human stories embedded in the mountains, Qwaqwa: Place of Barriers and Bridges provided a powerful emotional anchor to the conference's broader discussions on sustainability, conservation, and community resilience.

This premiere will undoubtedly resonate far beyond the conference halls, leaving an indelible mark on the collective understanding of the Maloti-Drakensberg region. The film's legacy will be one of inspiration, prompting further research, advocacy, and collaborative action to safeguard these vital mountain ecosystems for generations to come. The day will go down in history as a moment where film and scholarship intersected to illuminate the heart of the mountains.

The day concluded with a meet-and-greet hosted by the UFS Office for International Affairs, fostering networking and further collaboration among delegates.

The conference continues for the rest of the week, with a full programme of presentations, workshops, and field excursions.

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.

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