Latest News Archive

Please select Category, Year, and then Month to display items
Years
2019 2020 2021 2024
Previous Archive
25 August 2020 | Story Leonie Bolleurs | Photo Pixabay
Research-industry linkages for the promotion of biofortified maize and wheat, highlighted the link between research and industry.

Prof Maryke Labuschagne believes that research through collaboration can be to the benefit of the whole food chain, literally from laboratory to farm to fork. 

She is professor of Plant Sciences at the University of the Free State (UFS) and heads the SARChI Chair: Disease Resistance and Quality in Field Crops.

Prof Labuschagne recently delivered a presentation at a webinar organised by the International Maize and Wheat Improvement Center (CIMMYT) and the United States Agency for International Development (USAID). The focus was on Maize: Technologies, Development and Availability in South Asia. 

Her presentation: Research-industry linkages for the promotion of biofortified maize and wheat, highlighted the link between research and industry, stating that research outcomes should improve the livelihoods and health of people who grow and consume the food. 

Prof Labuschagne believes research by universities and research organisations can be linked to industry, with special reference to the development of biofortified crops. “Biofortification is the process where crop nutritional value is improved through genetic intervention,” she explains.

She states that the same technologies for crop biofortification can be applied throughout the world. 

In her presentation, Prof Labuschagne also reviewed the current technologies used, which include conventional genetic improvement and genetic engineering. Recently, the latter has been increasingly used for crop biofortification.

Enhancing nutritional value of crops

According to Prof Labuschagne, crop biofortification has developed exponentially in the last decade. Crop biofortification has been very successful in terms of improving the iron and zinc content, the provitamin A content, and the amounts of essential amino acids (lysine and tryptophan) in various staple foods.

“What we have learned is that genetic intervention in crop nutritional value is the best long-term solution to sustainably address vitamin and micronutrient deficiencies, especially in poor communities. It is a sustainable, and relatively cheap way to address mineral and vitamin deficiencies in the diets of people,” she says.

UFS research on biofortification

For a number of years now, a team of UFS scientists in the Division of Plant Breeding has been doing research on the biofortification of maize, sweet potatoes, bananas, and cassava. “The research took place in collaboration with a number of partners in Africa, and with funding from organisations such as the Bill and Melinda Gates Foundation.”

“This research has resulted in tangible outcomes, including the availability of seed and planting material of biofortified crops for farmers, who in turn make these crops available to consumers,” says Prof Labuschagne.

The crops not only add to the well-being of consumers, especially children and women, but also contribute to food security. 

News Archive

Deborah Meier on Education and Social Justice
2012-06-18

 

With Deborah Meier is, from the left: Brian Naidoo, Senior Lecturer: Department of English; and Rèné Eloff, Research Assistant at the International Institute for Studies in Race, Reconciliation and Social Justice.
Photo: Johan Roux
18 June 2012

Celebrated author and educator, Deborah Meier, recently visited the university. Meier, ranked among the most acclaimed leaders of the school reform movement in the United States, spoke about democracy and education at a Critical Conversation hosted by the International Institute for Studies in Race, Reconciliation and Social Justice.

Speaking from her experience of the United States education system, Meier said that she had always been primarily concerned by the fact that schools were not engaging children in discussions about important and difficult topics such as democracy, race and class. As far as democracy was concerned, Meier pointed out that most schools viewed the occasional voting exercise as a lesson in democracy. However, as far as she was concerned, voting was the least important aspect of democracy. She admitted that democracy was almost impossible define, but in her view engaging with this difficulty was, in itself, an important democratic act – an act which could and should find its rightful place in the classroom.

Meier pointed out that children were effectively “incarcerated” for the six hours they spent at school every day. She expressed her grave concern about the fact that this time was not used to nurture and develop the considerable energy and creativity that young children had. Meier envisioned a school that could rise up to this challenge. At one point she mused, “Did I miss something? Did we invent some other institution that was taking on this responsibility?”

We use cookies to make interactions with our websites and services easy and meaningful. To better understand how they are used, read more about the UFS cookie policy. By continuing to use this site you are giving us your consent to do this.

Accept