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07 May 2025 | Story Precious Shamase | Photo Supplied
Dr Regret Sunge
Dr Regret Sunge – the newly rated NRF Y2 academic.

The University of the Free State (UFS) is proud to announce that Dr Regret Sunge, Lecturer in the Department of Economics and Finance within the Faculty of Economic and Management Sciences, has been awarded a prestigious Y2 rating by the National Research Foundation (NRF). This significant achievement highlights Dr Sunge's exceptional potential as a rising leader in the field of economics and finance.

The NRF Y2-rating is bestowed upon young researchers, typically under the age of 40 and within five years of obtaining their PhD, who have demonstrated considerable potential to establish themselves as leaders in their area of expertise. Dr Sunge's inclusion among the 3,8% of newly rated researchers in South Africa highlights the quality and impact of his work.

Dr Sunge expressed his excitement, stating, "I am thrilled to have received the NRF Y2-rating for the period 1 January 2025 to 31 December 2030. Receiving such recognition through this meticulous process in the field of Economics and Finance – which has a share of only 4,9% of total rated researchers – is even more amazing." He further emphasised the rigorous nature of the NRF rating process, and the insightful feedback received.

 

Factors contributing to this recognition

Dr Sunge attributes his success to a combination of personal dedication, collaborative efforts, and institutional support. His PhD thesis provided a strong foundation, with three of the five reviewed papers originating from this work. Subsequent research collaborations with international peers fostered during his PhD journey further enriched his research by integrating the critical fields of agricultural production and environmental sustainability. The growing number of citations his work has received speaks to its increasing relevance and impact.

The academic also acknowledged the significant influence of key individuals on his research journey, including his PhD supervisor, Prof Nicholas NgepahDr Delphin Kamanda Espoir – a research partner, and his postdoctoral host, Dr Calvin Mudzingiri.

Beyond academic research, Dr Sunge's engagement in research consultation with regional and international organisations has played a vital role. In 2022, he formed a team within the United Nations Young Economists Network (UN-YEN) to study Africa's macroeconomic growth. Additionally, he contributed as a research assistant to the Organisation of Economic Cooperation and Development (OECD) and the African Union Commission (AUC) for their annual Africa Development Dynamics (AfDD) publication.

Dr Sunge also highlighted the crucial institutional support he received from the University of the Free State, specifically the Faculty of Economic and Management Sciences (EMS) on the Qwaqwa Campus, where he was a postdoctoral research fellow at the time of application.

 

Impact of the NRF rating on research standing

The Y2 rating is already proving to be a catalyst for Dr Sunge's research endeavours. "It’s a motivator, I am more confident, and it has greatly enhanced my CV," he noted. He anticipates that this recognition will unlock opportunities for further collaborations and access to competitive research grants and funding programmes, both nationally and internationally.

Furthermore, Dr Sunge's achievement while based on the Qwaqwa Campus enhances the University of the Free State's reputation for supporting young researchers and fostering excellence across all its campuses. His rating serves as a significant source of inspiration for his colleagues on the Qwaqwa Campus, particularly within EMS, where NRF-rated researchers are still few. Dr Sunge hopes that his success will encourage colleagues in the faculty to pursue similar achievements through commitment, dedication, and collaboration.

 

Research focus and its importance

Dr Sunge's research primarily focuses on the intersection of agricultural production and environmental sustainability. His work addresses the critical challenge of ensuring food security amid the growing impact of climate change in a sustainable manner. Recognising the dual challenge of increasing agricultural output to combat food insecurity while mitigating climate change, his research aims to inform environmentally sustainable agrifood systems in South Africa and beyond.

Specifically, his research holds local relevance for Phuthaditjhaba, where livestock agriculture is a significant part of the local economy, with the potential to contribute to more sustainable livelihoods. Utilising a range of econometric methodologies, his research approach is adaptable to various fields of study, facilitating collaboration with researchers from diverse backgrounds.

Acknowledging the dynamic nature of research in economics, particularly in econometrics and data analysis, Dr Sunge emphasises the importance of continuous learning through conferences and workshops. He aims to further develop his econometric and critical thinking skills, as well as sharpen his writing abilities, to elevate his research to new heights.

 

Future research trajectory

Looking ahead, Dr Sunge envisions a research trajectory that combines academic rigour with impactful societal engagement. This involves identifying research problems, providing in-depth academic analysis, and developing solutions that directly benefit communities. His future includes initiating research-based interventions and conducting impact assessments. Achieving this vision necessitates securing research grants, supervising postgraduate students, and actively engaging in community initiatives.

 Over the next five years, Dr Sunge aims to transition from a Y2 to a C-rated researcher, a goal that requires careful planning to balance his research and teaching responsibilities. While committed to advancing his research, Dr Sunge remains passionate about teaching and ensuring that his research activities enhance, rather than detract from, his classroom engagement.

 Dr Sunge’s achievement of the NRF Y2-rating is a significant milestone, both for his personal career and for the University of the Free State. His dedication, collaborative spirit, and impactful research focus serve as an inspiration to colleagues and aspiring economists alike. As Dr Sunge eloquently stated, "My word to aspiring economists, especially from marginalised circumstances, is that with the right mindset, commitment and dedication, we can be counted."

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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