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18 June 2019 | Story Leonie Bolleurs | Photo Leonie Bolleurs
Dr Christine Engelbrecht from the Agricultural Research Council
Dr Christine Engelbrecht from the Agricultural Research Council presented the keynote lecture on climate dynamics, predicting that El Niños will double in frequency towards the end of the century.

The world will need nearly double the current food supply by 2050 to feed an ever-increasing world population. This is a mammoth, almost impossible task.

Building on knowledge

According to UFS Rector and Vice-Chancellor, Prof Francis Petersen, if we approach challenges such as these with scientific level-headedness, systematically build on knowledge and experience gained, and draw on similar inputs from other specialist fields, the seemingly impossible becomes possible.

“To what extent do we integrate our knowledge across sectors – within the university and outside the university; on the continent as well as globally?” he asked the 300-plus delegates, which included animal scientists, students, and various other role players in the livestock sector, at the 51st South African Society of Animal Science (SASAS) congress on the Bloemfontein Campus of the University of the Free State (UFS). 

Willingness to adapt to new strategies


The theme of this year’s congress was: Managing the ecological footprint of livestock through efficient production. The congress provided a platform for discussions on the impact of livestock production – bringing in elements of critical thinking, as well as the willingness to adopt new strategies. 

During the congress, workshops on topics such as silage, predation management, intensive sheep production, prickly-pear utilisation, and animal welfare provided delegates with the opportunity to discuss challenges faced by the South African livestock producer.

Dr Christine Engelbrecht (Meteorology) from the Agricultural Research Council presented the first keynote address, focusing on climate dynamics. 

“We have high-impact weather systems across Southern Africa. It is projected that strong El Niños are to double in frequency towards the end of the 21st century,” said Dr Engelbrecht. 

She further predicted temperature increases of between 4 and 7 degrees Celsius in the interior before the end of the century. Over the Free State, Northern Cape, and North-West Province, we can expect shorter frost seasons, significant increases in maximum temperatures for both summer and winter, as well as more frequent El Niño-induced droughts. 

Ecological footprint of food

Improved production outputs need to be achieved by using less land, water, and available energy, while ensuring that the degradation and pollution of natural resources are limited. A scientific approach would be a viable option to improve the efficiency of livestock production.

SASAS President, Prof Este van Marle-Köster from the University of Pretoria, pointed out that all food had an ecological impact.

Dr Frikkie Maré, Head of the Department of Agricultural Economics at the UFS, presented a keynote lecture on managing the footprint of beef through efficient production. Comparing the water footprint of different cattle breeds, his question was what could be done to reduce this. 

Animal welfare was introduced to the congress for the first time. Prof Cathy Dwyer from Scotland’s Rural College presented a session on, ‘Can animal welfare contribute to improved production efficiency?’

The oldest conception of animal welfare is the five freedoms adapted to the five welfare needs of animals, namely a suitable environment, a suitable diet, exhibiting normal behaviour patterns, being with or being apart from other animals, and protection from pain, injury, suffering, and disease. Studies demonstrate that animal welfare can be an important and effective part of production efficiency, and that animal welfare should be seen as an integral component of improving the sustainability of livestock. 

Prof HO de Waal from the Predation Management Centre at the UFS presented a session on the impact of predation on livestock production, with the tile: The need for coordinated predation management in South Africa – quo vadis? He said: “The current approach to predation management is fragmented and uncoordinated. Solutions for the management of human-wildlife conflict require a South African institutional memory. Most of the information on predation and the hunting of predators is held by specialist predator hunters and farmers. In a system of coordinated predation management, farmers and government are equal partners, each with specific responsibilities.”

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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