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20 March 2025 | Story Andre Damons | Photo Andre Damons
Dr Willem Daffue
Dr Willem Daffue, veterinarian, adventurer, explorer, and conservationist, delivered the first plenary keynote address on the first day of the Southern African Mountain Conference (SAMC2025).

Africa’s mountains are being destroyed – not by global warming, but by small-scale farming caused by overpopulation on the continent.

This is according to Dr Willem Daffue, veterinarian, adventurer, explorer, and conservationist who delivered the first plenary keynote address on the first day of the Southern African Mountain Conference (SAMC2025). The conference, which follows a highly successful first conference in 2022, is currently taking place at the Champagne Sports Resort. It ends on 20 March 2025.

Comparing photos that he took 40 years ago in Ethiopia and the Democratic Republic of the Congo with more recent photos, Dr Daffue painted a dire picture of the future of Africa’s mountains and the unique animals found there.

Overpopulation

Dr Daffue works for the Himalayan Wildlife Project, tracks bears in the Karakoram Mountains, documents and photographs endangered species on a global level – such as the Javan rhino and Sumatran rhino. He is also involved in the Giraffe Project of the University of the Free State (UFS).

“Global warming has not yet affected Africa’s mountains. The rainfall in these areas actually increased. So has the population. Humans are destroying the mountains. The small-scale farmers have caused the most destruction. The reason for this is overpopulation.”

“Overpopulation is forcing people to invade national parks where they start farming for survival. These people are poor, uneducated, and is dependent on aid. All the animals in these areas are critically endangered.”

In his presentation, Dr Daffue talked about the Erta Ale, an active basaltic shield volcano in the Afar region of northeastern Ethiopia, the Simien Mountains in northern Ethiopia, as well as the Bale Mountains in the highlands of Ethiopia – with unique animals exclusive to the areas, including the wild ass, baboons, beisa oryx, Soemmerring's gazelle, Walia ibex, the golden jackal, and the Simien wolf.

Endangered animals

“Almost all the animals found in Ethiopia are endangered. It is the total destruction of nature. Only 4% of all mammals are still wild animals. 96% off all mammals on earth are humans and domesticated animals, and 70% of all birds on earth are chickens.”

“So, we are going to lose it. We are already past a point where we could save some of the animals and nature; it is an emergency but if we wake up now, we might still have a few things to save,” said Dr Daffue.

The answer is to curb the population growth, to educate the people, and to lift them out of poverty. Which is extremely difficult to do.

According to Dr Daffue, a conference such as the SAMC is extremely important, as it brings together different role players, including academics, researchers, communities, and policy makers. It helps in making plans, sharing knowledge, and getting policies out to people, the decision makers.

The conference

The Southern African Mountain Conference – conceptualised by the UFS Afromontane Research Unit (ARU), the African Mountain Research Foundation (AMRF), and Global Mountain Safeguard Research (GLOMOS) as a joint initiative between Eurac Research and the UNU Institute for Environment and Human Security – is unique, as it seeks to integrate the science, policy, and practitioner sectors for sustainable interventions in Southern African mountains.

Southern African mountains comprise those situated south of the Congo Rainforest and Lake Rukwa and include the mountainous islands of the western Indian Ocean. Thus, SAMC2025 is targeting Angola, the Comoros, the Democratic Republic of the Congo (southern mountains), Eswatini, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, La Réunion, South Africa, southern Tanzania, Zambia, and Zimbabwe.

The SAMC series is implemented by The Peaks Foundation (a non-profit company). SAMC2025 is held under the patronage of UNESCO.

News Archive

Socially inclusive teaching provides solution to Grade 4 literacy challenges
2017-01-23

 Description: Motselisi Malebese Tags: Motselisi Malebese

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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