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31 August 2020

Statement by Prof Francis Petersen, Rector and Vice-Chancellor

The university’s executive management is aware of the statement on COVID-19 alert Level 2 measures in the post-school education and training sector delivered by the Minister of Higher Education, Science and Innovation, Dr Blade Nzimande, on 26 August 2020.

During the statement, Dr Nzimande indicated that the University of the Free State (UFS) is one of six universities that is deemed to be at medium risk of not completing the academic year. The statement was surprising and disappointing, since through an engagement between the Department of Higher Education and Training (DHET) and the UFS almost a week ago to understand the university’s approach to the completion of the 2020 academic year, as well as the interpretation of specific information provided by the university in its COVID-19 Responsiveness Multi-modal Teaching and Learning Programme to the DHET, the DHET was clear that the UFS was not at a medium risk, but indeed at a low to very low risk of not completing the academic year.

Since the statement by Dr Nzimande, I received a letter from the Deputy Director-General: University Education at the DHET, Dr Di Parker on 28 August 2020 confirming that the university’s risk rating has been adjusted to a low risk rating. The DHET also recognised the good work done by the UFS towards successful completion of the academic year. 

Let me explain why the DHET delegation expressed its opinion that the UFS was at a low to very low risk of not completing the academic year. The UFS has taken an evidence-based approach to managing the impact of the pandemic. Within the first weeks of the national lockdown, the Special Executive Group (SEG) was formed, which meets weekly to discuss various aspects of the institution’s operations and to forecast and plan the impact of the pandemic. As the university’s COVID-19 nerve centre, the SEG has several task teams, one of which is the Teaching and Learning Management Group (TLMG).

The core function of the TLMG was to ensure that teaching and learning could continue to help staff and students to successfully complete the academic year. The first step in the evidence-based response was to conduct a survey among UFS students to assess their access to devices and data. Altogether 13 500 students responded to the survey. The results showed that 92% of students had an internet-enabled device, 70% could get access to the internet off campus, and 56% had access to a laptop.

Based on this evidence, we immediately initiated the purchase of 3 500 laptops to be distributed to NSFAS- and Funza Lushaka-funded students and students with disabilities. In addition, the Keep Calm, #UFSLearnOn, and #UFSTeachOn campaigns have been launched. These campaigns are aimed at creating the best possible support for academic staff and students, respectively by adapting existing support and practices most suited to an emergency remote-learning environment. The departure point of both campaigns was to design a response for the constrained environments of our students.  

The #UFSLearnOn campaign for students creates materials that students can download on their cellphones and that would provide them with skills and ideas on how to get connected and create an environment where they could study at home. The #UFSLearnOn website has been viewed by 77 000 students to date; the resources were shared with other universities to support a collaborative approach to addressing the COVID-19 challenge. In addition, 177 000 Facebook users have been reached by #UFSLearnOn materials.

The #UFSTeachOn campaign focused on supporting staff to transform their materials and teaching approach to a new reality. Altogether 1 409 staff members attended training sessions, which all ran overtime due to the commitment of staff to create the best possible response. Both the #UFSLearnOn and #UFSTeachOn campaigns are continuing, with an overwhelmingly positive response from our staff and students. 

However, these campaigns would become two of the 16 strategies the university has developed to manage the risks created by the pandemic. Creating responses is, however, not enough – evidence is needed to make a difference. Therefore, the Centre for Teaching and Learning (CTL) was tasked with creating a monitoring system using data analytics. To date, 26 reports have served at the weekly TLMG meetings. The reports monitor the number of staff and students on the Learning Management System, how much time they are spending on learning, and whether they are completing assessments. 

During the peak of the first semester, 90% of students were supported online by academic and support staff. The average performance of students per faculty per campus has been monitored. The use of data analytics allowed us to identify students who were not connecting, as part of the No Student Left Behind initiative. Out of the 41 000 students at the UFS, 989 students were identified who had not connected with learning. These students were contacted individually and to date, 80% of these students have been helped to connect. Additional plans are being developed to support the other 20% to plan for the successful continuation of their studies. The success of our approach is not only borne out by quantitative evidence, but also by qualitative feedback such as the following quote received by an academic adviser on 24 August 2020:

“Thank you so much [advisor’s name]; if it wasn't for you, I would have dropped out, deregistered, or even committed suicide during this pandemic. I want to say that I have passed all my modules with distinctions, all thanks to you. After all the difficulty of learning I have experienced during this period. Please continue your great work to others (you were truly meant for this job), and God bless you.”

There are hundreds more quotations like these that testify to the inspiring efforts of our students and staff to finish the academic year successfully with very low risk. 

The UFS will continue with its project management and risk-adjusted management approach and is fully committed to ensure that no student is left behind and that the 2020 academic year is successfully completed.

News Archive

UFS professor addresses genetically modified food in South Africa in inaugural lecture
2016-09-23

Description: Chris Viljoen inaugural lecture Tags: Chris Viljoen inaugural lecture

At the inaugural lecture were, from the left front,
Prof Lis Lange, Vice Rector: Academic;
Prof Chris Viljoen; Prof Gert van Zyl,
Dean: Faculty of Health Sciences; back: Prof Marius Coetzee,
Head of Department of Haematology and Cell Biology;
and Dr Lynette van der Merwe, Undergraduate
Programme Director.
Photo: Stephen Collett

The first genetically modified (GM) crops in South Africa were planted in 1998. Eighteen years later, the country is one of the largest producers of GM food in the world. Those in support of genetically modified crops say this process is the only way to feed a rapidly growing world population. But those who criticise GM food describe it as a threat to the environment and safety of the population. Who is right? According to Prof Chris Viljoen of the Department of Haematology and Cell Biology at the University of the Free State, neither position is well-founded.

GM crops play a vital role in food security

While GM crops have an important role to play in increasing food production, the technology is only part of the solution to providing sufficient food for a growing world population. The major genetically modified crops produced in the world include soybean, cotton, maize and canola. However, the authenticity of food labelling and the long-term safety of GM food are issues that consumers are concerned about.

Safety and labelling of GM food important in South Africa
In his inaugural lecture on the subject “Are you really going to eat that?” Prof Viljoen addressed the importance of the safety and labelling of GM food in the country. “In order for food to be sustainable, production needs to be economically and environmentally sustainable. On the other hand, food integrity, including food quality, authenticity and safety need to be ensured,” Prof Viljoen said. 

Labelling of food products for genetic modification was mandatory in South Africa, he went on to say. “It allows consumers the right of choice whether to eat genetically modified foods or not.” The Consumer Protection Act of 2008 requires food ingredients containing more than 5% of GM content to be labelled. 

GMO Testing Facility world leader in food diagnostic testing
In 1999, Prof Viljoen spearheaded research in developing a GM diagnostic testing platform, and in 2003, a commercial diagnostic platform for GM status certification, called the GMO Testing Facility, was founded. The facility is a licensed Eurofins GeneScan laboratory   a world leader in food diagnostic testing   and provides diagnostic detection and quantification of genetically modified organisms (GMOs) in grain and processed foods for the local and international market.

Molecular diagnostic technology the future of food integrity, authenticity and safety
With GM labelling now well-established in South Africa, the next challenge is to establish the use of molecular diagnostic technology to ensure that food integrity, including food authenticity and safety is maintained, said Prof Viljoen.

“To the question ‘Are you really going to eat that?’ the answer is ‘yes’, but let’s continue doing research to make sure that what we eat is safe and authentic.”

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