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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

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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