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13 May 2025 | Story André Damons | Photo Supplied
Prof Martin Nyaga
Prof Martin Nyaga, Full Professor in the Division of Virology and Head of the Next Generation Sequencing Unit (UFS-NGS Unit) at the University of the Free State.

Prof Martin Nyaga, an NRF B-Rated Full Professor in the Division of Virology and Head of the Next Generation Sequencing (UFS-NGS) Unit at the University of the Free State (UFS), has been selected as one of the cohort II fellows of the prestigious Calestous Juma Science Leadership Fellowship

Prof Nyaga, who is one of 12 individuals from six African countries (Ethiopia, Ghana, Kenya, Malawi, South Africa, and Zambia) selected to this cohort, says he is profoundly honoured. Through the prestigious fellowship, inspired by Professor Juma’s visionary legacy, he envisions advancing Africa’s capacity to combat infectious diseases by developing robust, mNGS-based surveillance systems that detect and characterise emerging pathogens early enough.

“The opportunity to join a cohort of exceptional African scientists, united by a shared commitment to addressing global health challenges, is both humbling and inspiring. I feel a deep sense of responsibility to uphold the fellowship’s mission of fostering sustainable development through cutting-edge research and policy engagement, particularly in the context of my work on genomic disease surveillance. 

“I am deeply inspired by Professor Calestous Juma’s legacy of harnessing science for sustainable development, and I am committed to embodying his optimism and interdisciplinary approach. The fellowship represents a transformative platform to advance scientific innovation and leadership in Africa. I would like to extend my gratitude to the Gates Foundation for this opportunity, and I look forward to contributing to a transformative era of African scientific leadership,” says Prof Nyaga.

 

Advantages of the Fellowship

The Calestous Juma Science Leadership Fellowship focuses on bringing together accomplished innovators to form a community of global health opinion shapers and influencers. The programme provides targeted professional development to support fellows as they expand their networks, amplify their voices, and continue to build and strengthen a dynamic, resilient research & development (R&D) ecosystem that changes the lives of people living not only in Africa but around the world.

Among the new cohort are experts in virology (including HIV and rota), bacteriology (including TB and strep), immunology, malaria, modelling, maternal immunisation, epidemiology, chemistry, drug discovery and development, vaccine discovery, clinical trials, and controlled human infection models to name just a few examples. 

According to Prof Nyaga, Director of a WHO Collaborating Centre for Vaccine Preventable Diseases (VPD) Surveillance and Pathogen Genomics, selection for the Fellowship is a rigorous and competitive process, designed to identify African scientists with exceptional research portfolios and leadership potential. Candidates are typically invited based on their established track record in transformative science, as well as their ability to anchor health and R&D initiatives within their communities. Successful applicants are evaluated for their scientific excellence, interdisciplinary networks, and commitment to mentoring the next generation of African scientists, aligning with the fellowship’s holistic view of leadership.

The NRF B3-rated scientist says he is eager to engage with the fellowship’s vibrant community of scientists from multiple African countries, fostering collaborations that amplify our collective impact on global health. He anticipates benefiting from the fellowship’s non-scientific training in communication, policy engagement, and institution strengthening. Participating in networking opportunities will broaden his perspectives and strengthen his capacity to drive innovative solutions in Africa’s genomic R&D ecosystem.

“I believe my work in pathogen surveillance research using genomics, aligns closely with the fellowship's objectives. As a fellow, I bring a wealth of experience in leading multi-country projects, establishing regional collaborations, and fostering capacity development through training and mentorship. 

“In addition, my ongoing work at the UFS-NGS Unit, including projects on enteric and respiratory virus surveillance, vaccine monitoring and efficacy using next generation sequencing, which will enrich discussions on public health. Conversely, the fellowship will enhance my scientific development by providing advanced training in leadership and policy advocacy, enabling me to translate research findings into actionable health policies. This synergy will elevate my capacity to lead transformative R&D initiatives and mentor future African scientists.” 

 

Contributing to the betterment of people 

Prof Nyaga believes his research on vaccine efficacy and metagenomics of gut and respiratory virome will contribute to the betterment of not only Africans, but also people around the world by informing targeted interventions in vaccine efficacy monitoring and development. This research will also contribute to the reduction of morbidity and mortality applicable to enteric and respiratory infections in vulnerable populations. 

Furthermore, he explains, the fellowship’s emphasis on networking and policy engagement will amplify these efforts, enabling him to advocate for evidence-based health policies across Africa. Globally, their collective work as Calestous Juma Science Leadership fellows will strengthen the R&D ecosystem, fostering innovation that addresses pandemic preparedness and other health challenges. By building resilient scientific communities, the fellowship will contribute to sustainable development, improving lives in Africa and beyond.

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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