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05 November 2025 | Story Martinette Brits | Photo Supplied
Opus Cactus
Prof Maryna Boshoff from the Department of Sustainable Food Systems and Development, Lerato Mamabolo (UFS graduate, now employed at OPUS Cactus), and Sotirios Pilafidis, Head of Research and Development at OPUS Cactus, at the XI International Congress on Cacti as Food, Fodder and Other Uses, hosted by the FAO-ICARDA CactusNet in Tenerife, Canary Islands.

The University of the Free State (UFS) has formalised a collaboration with OPUS Cactus, a pioneering biotech company focused on sustainable cactus-based farming and biorefineries in semi-arid regions. This partnership builds on OPUS Cactus’ expansion at the historic Waterkloof Research Station near Bloemfontein and combines the UFS’ academic expertise with industry innovation to promote climate-smart agriculture and economic development.

OPUS Cactus, led by Joeri van den Bovenkamp-Hofman, CEO, and Sotirios Pilafidis, Head of Research and Development (R&D), specialises in transforming marginal, non-arable land into productive, resource-efficient ecosystems by cultivating the drought-tolerant Opuntia cactus. This versatile biomass supports renewable bioenergy, animal feed, food production, fermentation feedstock, and sustainable biomaterials, while contributing to carbon capture and climate mitigation efforts.

“Our mission is to unlock the full potential of Opuntia biomass for sustainable bioenergy, food, and biomaterials, advancing regenerative agriculture and climate action,” says Van den Bovenkamp-Hofman. OPUS Cactus operates dual hubs: its headquarters and R&D lab in Groningen, the Netherlands, and the flagship 1 000-hectare Waterkloof Research Centre in the Free State. The Waterkloof facility serves as a commercial farm, research platform, and demonstration site for regenerative farming techniques.

The UFS collaboration involves multiple departments, including Sustainable Food Systems and Development, Soil, Crop and Climate Sciences, and Microbiology and Biochemistry. Profs Maryna Boshoff and Carlien Pohl-Albertyn, alongside Dr Gesine Coetzer, provide academic leadership in the partnership.

Prof Boshoff explains, “This industry-academia collaboration aims to develop innovative projects utilising cactus-based products. It builds on decades of cactus research at the UFS, enabling the translation of scientific knowledge into real-world impact through scale-up and commercialisation.”

 

Bridging academic research and commercial innovation to promote climate-smart agriculture

At the core of the partnership is the Waterkloof Research Centre, home to 42 spineless Burbank cactus pear cultivars. The facility acts as a ‘living laboratory’, integrating empirical research with commercial-scale farming. “Waterkloof now offers students and researchers access to operational infrastructure that cannot be replicated in conventional academic settings,” says Prof Boshoff.

Continuing projects at Waterkloof include biogas production through an anaerobic digester, regenerative agriculture practices such as cover cropping and reduced tillage, advanced plant biotechnology to breed superior cultivars, fermentation research for alternative proteins, and the development of novel fermented foods and sustainable biomaterials.

The collaboration also plays a critical role in conserving Opuntia genetic diversity and evaluating cultivars across South Africa’s varied agro-ecological zones. “Research done by UFS and ARC scientists on cultivar selection and cultivation is applied and scaled up through OPUS Cactus’ commercial operations,” Prof Boshoff adds.

This partnership provides valuable hands-on experience and career pathways for postgraduate students and young researchers. “We offer internships and employment opportunities, with several recent UFS graduates already joining our R&D team,” says Pilafidis. “We actively seek motivated graduates passionate about sustainable agriculture and bioengineering.”

By converting semi-arid landscapes into productive, carbon-sequestering ecosystems, the UFS-OPUS Cactus collaboration exemplifies how scientific innovation, entrepreneurship, and environmental stewardship can drive climate resilience, food security, and sustainable economic growth.

“OPUS Cactus is a win for the environment, communities, and business alike,” concludes Van den Bovenkamp-Hofman.

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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