At the ceremony, which was attended by several dignitaries, including government officials, students, business people, community members and other stakeholders, the leaners were praised for doing well despite COVID-19 hardships. 

Professor Mayekiso praised the grade 12 learners and acknowledged their hard work through what has been a very trying couple of years since the outbreak of the pandemic. 

“I wish you all the best and that your future engagements and deliberations will be fruitful. You have done well under the very difficult circumstances. I would like to thank all the learners who have passed. I hope that UMP will be able to attract some of the province’s top achievers to come and study here,” said Professor Mayekiso.

Mpumalanga Premier, Ms Refilwe Mtsweni-Tsipane, extended her appreciation to the parents, teachers, school management teams, teacher unions, and members of school governing bodies and the business sector for creating an enabling environment for teaching and learning to thrive in the province.

“2021 was the second year in which matriculants wrote their final examinations in a Covid-19 constrained environment. Driven by resilience, this did not deter them from pressing on until they concluded their examinations,” said Ms Mtsweni-Tsipane. 

“The assessments we conducted following the 2020 national senior certificate examinations have taught us a thing or two about the importance of improvement programmes, aimed at mitigating the devastating impact of Covid-19 in education,” she said. 

The premier also mentioned that the names of the cohort of learners will be written in the annals of history as the biggest group registered to write their matric exams in the province since South Africa attained democracy.

Top student, Gugu Mphaka, received a new car, a laptop, R20 000 in cash, a bursary and other goodies from the office of the Premier of Mpumalanga.

Awarding top learners

The Mpumalanga class of 2021 recorded a whopping 73.6 % overall pass rate. Since 2012, the province has not reported an overall pass rate of below 70%. A total of 21 044 candidates obtained bachelor passes which will open doors for them to further their studies in institutions of higher learning.

“This figure represents 31, 5% of the 2021 cohort of matriculants, which is an improvement of 1,1% compared with the 30,4% in 2020,” said the premier. She further noted that all the students who performed well would receive government bursaries to study at the institutions of their choice.

Top student, Gugu Mphaka, who obtained seven distinctions in IsiNdebele, Accounting, Life Orientation, English, Mathematics, Life Science and Physical Science, received a new car, a laptop, R20 000 in cash, a bursary and other goodies from the office of the Premier of Mpumalanga.

Mphaka obtained 100 % in Mathematics and Physical Science, and 99% in Accounting. She matriculated from KwaMhlanga Secondary School in the Mpumalanga Highveld and says she is ready to study medicine.

“I would like to encourage those who will be doing grade 12 this year that it is possible to pass with flying colours regardless of the poor status of their schools and families. Our laboratories are not up to standard but our teachers were always encouraging us to work very hard and stay focused.” 

Other students who also passed with flying colours include Lindi Mpangani from Ntsikazi in Ehlanzeni, Amanda Mdluli from Ehlanzeni, Busisiwe Vemba from Nkangala, Thabanga Masemola from KwaMhlanga, Wilberforce Nkosi from Nkomazi, Sifiso Hosana from Thulamahashe in Bushbuckridge amongst others.

On top of all the goods the learners received, those who obtained 100% in some subjects received cash prizes of R10 000 upwards based on their performance.Mpumalanga also produced the nation’s highest grade 12 achiever from the quintile one-school category, and the second-highest achieving student in the quintile three categories.

@ Story by Lisa Thabethe. Pictures by ChrisplPhoto

The newest member to join the School Biology and Environmental Sciences is Professor Simphiwe Mini, an experienced professor with a demonstrated history of working in the higher education industry. He is particularly skilled in research, sustainable development, urban planning, and lecturing. 

With an exceptionally long academic career and years of experience, Professor Mini has a passion for students’ supervision, and post-graduate supervision in pursuit of academic excellence and integrity. 

“I am an academic, and the scholarship of teaching and learning, and the scholarship of research and innovation are my hobbies!” 

Professor Mini started his academic career at the University of Fort Hare where he completed a Bachelor of Arts majoring in Geography and History. Always keen to become a teacher, he registered and completed a Post-graduate Diploma in Education. 

“On completion of my Post-graduate Diploma in Education, my professor of Science of Education in Geography at Fort Hare University recruited me to study for an Honours Degree in Geography. 

"For this I registered and completed these courses at honours level: Urban Geography, Rural-Urban Settlement Planning (South Africa’s Apartheid Racial Planning offered an excellent laboratory to understand social production of space) Geomorphology, Climatology and a Research Methodology Course with a Research Project. The Research Methodology course together with the Research Paper provided a building block for my future research in Geography,” he explains.  

After completing his B.Sc. Hons in Geography, he registered and completed a M.Sc. Degree in Geography at Fort Hare. In 1991 he was awarded a British Council Scholarship for a PhD degree jointly supervised at Oxford University (Dr A Lemon Mansfied College) and Professor ME Marker in Fort Hare University. He completed his PhD 1993.  

“From 1995 to 2000, I was appointed as Associated Professor and Head of Department: Geography at the University of Fort Hare. Here my responsibilities included providing academic and professional leadership, and support to junior colleagues. I developed and implemented course material for MSc and MPhil in Environmental Sciences and Sustainable Development Studies,” he notes.

One of his fondest memories at Fort Hare was the curriculum transformation of Geography, which culminated in an integrated student-centred curriculum. In 2000 he was appointed a Full Professor and Head of the Department of Geography and Environmental Sciences. 

From 2001 to 2005 Professor Mini worked for the Human Sciences Research Council, and for the Department of Science Innovation as Chief Research Specialist. His duties included Developed Research Programmes aligned to Government MTSF and other strategic government priorities. He also developed research projects addressing national priorities, including service delivery and national development priorities. 

He joined the University of South Africa (UNISA) in 2010, and has worked there in various capacities. “I have worked for UNISA as a Full Professor of Geography and as Chair of Department of Geography. I have also worked as an Acting Executive Dean of the College of Agriculture and Environmental Sciences,” he says.” 

Professor Mini has done extensive work outside the academia. Some of his work included being the Advisor to Public Funded Institutions: Human Sciences Research Council (HSRC), where he acted as the advisor to the CEO. 

In 2014 he was the adviser at the National Research Foundation on Thuthuka Applicationsand he was responsible for reviewing applications and making recommendations on the funding applications. 

He was also the advisor to the Chairman of the Municipality Demarcation Board where he was responsible for reviewing applications and requests for municipal demarcations and applications from municipalities to be metropolitan municipalities.

@ Story by Lisa Thabethe. Pictures by ChrisplPhoto.

Professor Wayi-Mgwebi cares about teaching and helping students learn and develop to their full potential and according to their individual abilities. “I would like to inculcate a culture of establishing projects that are impactful to the community and the industry, in line with the institutional research objectives and niche areas. I am imagining a transdisciplinary project that would be inclusive of various fields in Information and Communication Technology (ICT) with solutions to socio-economic problems in a chosen community," she says. 

“Our team of researchers are already organised in various research groups, according to areas of specialisation. It is my hope that before the end of the year we would have chosen a community and identified areas that we could improve using ICT,” she explains. 

“Teaching is not only about talking in front of listening students, but rather about transferring knowledge in a manner that reaches out to the students, considering their diverse backgrounds and personalities,” continues Professor Wayi-Mgwebi. 

“Students should be well informed and know what to expect, as well as what is expected of them. Learning should also be offered in a manner that introduces students to industry practice by means of experimental or practical application of the learning content.” 

Community engagement

As the new head of the School of Computing and Mathematics, Professor Wayi-Mgwebi's first order of business is to ensure the success of the newly introduced programmes. 

“I joined the school when it had just received approval for three new programmes. My immediate plan is to ensure that as a team we work together to ensure success of these new programmes which are being introduced this year.”

She is looking forward to her new role at the university and is keen to grow and develop alongside the institution. 

“My initial plan was to focus on improving my teaching, research and community engagement with limited administration. When the post was advertised, I realised that my experience would be beneficial to this fast-growing institution and that the position will give me an opportunity to understand the comprehensive university environment, which is very different from the traditional institutions I am accustomed to. 

I now have an opportunity to grow as a researcher and broaden my management skills in a different environment. I really appreciate and thank the management of the faculty and the institution for the confidence they have in me.” 

With more than 10 years’ experience in the field, Professor Wayi-Mgwebi hopes to make a success of the newly introduced programmes in her her school through team work. She would also like to embark on projects to the benefit of communities in the province. 

Professor Wayi-Mgwebi started her academic career as a lecturer at North West University and she later joined the University of Fort Hare.  

Before joining the University of Mpumalanga, Professor Wayi-Mgwebi served as the Dean for the Faculty of Management and Commerce at the University of Fort Hare from August 2015 until June 2021. Prior to taking this position, she was the Deputy Dean for Teaching, Learning and Community Engagement at the same faculty.

@ Story by Lisa Thabethe. Pictures by ChrisplPhoto.

Diploma in Agriculture first-year student, Alungile Mbanjwa, is from KZN in UMzimkulu and matriculated at Rietvlei secondary school.

“I am so happy! A Diploma in Agriculture was my first choice and I have been accepted for it. I love agriculture, especially plant production. I developed my love for nature and agriculture from high school, aricultural science was my favourite subject. I did very well in the subject in matric, and I’m hoping to continue doing well at university level.

My grandmother taught me how to plant in her backyard garden. We used to plant maze, potatoes, tomatoes and spinach, to name a few. My grandmother taught me that other plants are seasonal, and it is also important to take care of the soil by feeding it with nutrients and fertilisers.

I found out about UMP through social media, the amazing pictures I saw caught my attention. I then asked my friend who is studying to tell me about the educational system. All I can say is that what I saw online is exactly what is here, my favourite place so far is the pond that is in the middle of the Mbombela campus.

My registration process went smoothly even though I had a problem with my financial clearance. The administration staff made sure that everything is in order; they even went as far as helping me to find off-campus accommodation since I didn’t apply for on-campus accommodation. I can’t wait to start classes!”

Diploma in Agriculture first-year student, Naithern Banger, from Bushbuckridge in Drawsloop, matriculated at LM Mokoena high school.

“I am very excited because I have been admitted for the qualification that I love; I chose UMP because my friends told me it’s the best and it is very close to home. I am one person who doesn’t like being far away from home for a long time, so studying here will give me the advantage to go home whenever I miss my family.

Besides being close to the school I love the hospitality they show towards new students. They walk you through every step; you don’t feel or are lost at all since we were told in high school that getting registered is not going to be easy, but here it was easy.

My friend also told me that this university used to be an agricultural college, which makes it the best university to study agriculture. I chose this qualification because I love farming. I have been farming at home with my grandfather. We mostly focused on subsistance farming. We plant beans, peanuts and maize. We plant to eat at home and some we sell. Farming at home has helped us save and make money to sustain ourselves. I aspire to be an agriculturist and own my own commercial farm one day. For now, since I will be doing my diploma, I would like to study further until I get my degree.

I stay close to the university, but it is my first time stepping foot in this university. What caught my eye was the big farm near the R40, and the beauty inside; I never imagined it would be this beautiful. I’ve also been impressed with the library, which looks colourful and comfortable.”

@ Story and Pictures By Cleopatra Makhaga.

Dr Forssman has developed his teaching practice to include a multi-stranded, hybrid approach to teaching by combining contact-based learning with technology-supported and practical activities. 

“In my classes, I include documentaries, short informative videos, debate sessions, museum visits, hands-on laboratory or analysis learning, and demonstrations by other specialists, in addition to face-to-face (or online) engagements. Performance learning is important, and I value presentations, speeches, and group work as learning experiences," he explains. 

"Participation in class is also promoted through question-and-answer sessions, class debates, and hosting informal interactive class-based or outdoor lessons. I also encourage students to participate in university-based research, often inviting them to take part in laboratory analysis or fieldwork."

He believes his approach helps grow student skills, and he facilitates this by exposing them to different research programmes and the culture of research in the department. It also allows him to work closely with students, mentor them, and help them identify a postgraduate project that they will excel at and enjoy. 

"My goal is to create authentic, concrete learning experiences in a constructive, supportive, and caring environment for positive student growth." 

Decolonising the classroom

Dr Forssman believes that knowledge production has tended to favour western approaches over indigenous constructions of the past or knowledge systems. And yet, his field, cultural and heritage studies, is uniquely placed to study people who have been disconnected from their heritage because of colonial denigration. 

“In all my courses, I attempt to decolonise the classroom. To rethink and redress university and academic pedagogies, I seek to challenge student mind-sets, promote African voices and multi-vocality, and blend scientific principles with indigenous constructions of the past. I consider several important factors when I design my modules. First, I ensure that a sufficient scope and breadth of knowledge within the subject field is covered. Second, I aim to represent a variety of voices from diverse backgrounds, with a particular emphasis on African scholars. I also like to include scholars from the University’s School to introduce students to the work of their lecturers. .

“Third, I cross-reference African histories with global histories and critically show the impact colonialism has had on our characterisation of the past, or how aspects of our past have been overlooked. Fourth, I consider the learning process and tools I will use to teach the module. This ideally includes various learning approaches and ontologies. Fifth, I thread the course through theoretical developments over the past decades, showing the growth of thinking within the field and the spawning of new, topical ideas," he continues.

“Finally, I ensure that my course content is geared towards expanding student horizons, knowledge and skills that will assist in their careers. I combine these core approaches to ensure that I develop value-based modules that are anchored by the question ‘What is worth knowing?’”

Dr Forssman doing research on the field.

Developing students while growing the study of archaeology

The recipient of the National Research Foundation’s African Originals grant in 2022, Dr Forssman believes his prestigious funding will allow him to support students while conducting a range of studies, employ a laboratory technician, support a postdoctoral reader, and attend local and international conferences. 

“This is incredibly exciting and will lead to a host of collaborations between us and other universities. These resources also provide us with an ideal opportunity to grow the study of archaeology at the University of Mpumalanga because we now have the funds for equipment, resources, field training, assistants and community engagement.” 

The benefits are significant, he says, with the most important being student skills development and research outputs in peer-reviewed journals. The project itself is titled ‘Forager innovations, technologies and indigenous knowledges in the rise of the Mapungubwe state’ and will be examining the role of indigenous hunting and gathering communities during the appearance of southern Africa’s first major kingdom and state. 

Joining a team of pioneers 

Dr Forssman’s approach aligns strongly with the University’s vision and mission, as well as its approach to teaching and learning. As such, this seems to be a well-matched relationship. 

“I am thrilled to be part of the University of Mpumalanga and excited to get started. What excites me most is the pioneering spirit in the University. My students and I have always looked to rethink the ways we approach our studies and people in the past. These are usually guided by post-colonial theory. The University follows similar pedagogies and perspectives, and I am eager to contribute to this through my teaching and research," adds Dr Forssman.

“I feel a great responsibility in this position. I believe that I may be the first archaeologist employed in the province to teach and train young archaeologists. This is an incredible legacy to be a part of and I certainly feel the importance of this position. To me it means revisiting our pedagogies and research approaches, redressing traditional structures in universities and ways of creating and disseminating knowledge, rooting growth in innovative, topical, and creative frameworks, and emphasising community engagement in research initiatives, outcomes, and the production of knowledge." 

Dr Forssman started lecturing as a postdoctoral fellow in 2014 at Pretoria University before moving to the University of the Witwatersrand. After that he spent two years in contract archaeology, with the second mostly based in Mokhotlong, Lesotho, where he ran a largescale dam mitigation project with the aim of removing important heritage that would either be flooded or possibly destroyed by the construction of a dam.

"However, my time there was cut short as I was invited back to the University of Pretoria as a Senior Lecturer in 2019 and I spent the following three years there teaching, supervising, conducting research, and running a skills upliftment programme. In January 2022, I joined the University of Mpumalanga community and I am eager to continue my career this side," he concludes.

@ Story by Lisa Thabethe. Pictures by ChrisplPhoto..

Overall, the number of public-sector employees has increased faster since 2009/10.

It is therefore not surprising that the compensation of public servants as a share of GDP has increased from about 12% in 2009/10 to about 16% in 2019/20. This is higher than the US, Japan, the UK, China, Malaysia, Singapore, Brazil, Mauritius and Botswana. The number is probably much higher when the political leadership and state-owned enterprises are included.

Countries such as Malaysia and Singapore have much higher development outcomes than South Africa. Botswana and Mauritius are said to be the only two developmental states in Africa. Brazil is usually compared with South Africa as emerging developmental states, which are defined as states able to increase socioeconomic development, guided by a clear development agenda, which is a pursuit in partnership with social partners based on a long-term plan.

Among key issues, as we see in Malaysia and Singapore (as well as China, to some extent), the manner in which developmental states are organised and the extent of their capacities result in robust development outcomes.

Although these countries have some advantages that South Africa does not, the manner in which the South African government is organised and its capacity should help in improving development outcomes.

South Africa has had state institutions that aim at strengthening capacities in government. Linked to this are the public sector reforms that started in the mid-1990s. It might be that the said institutions have not provided appropriate training and that implemented public sector reforms have not worked.

The South African problem has little to do with lack of capacity. For instance, public servants per 100 economically active people or public servants per 100 people in South Africa compare well with other countries. For the latest data available, public servants per 100 economically active people in South Africa is 7.43.

In Malaysia it is 7.47, in Brazil it is 7.76 and in the US it is 9.81. For public servants per 100 people, it is 4.71 for South Africa, 6.26 for the US, 8.08 for the UK, 5.18 for Malaysia, 5.43 for Brazil and 6.55 for Botswana.

This means that we have sufficient numbers of public servants to serve society, although our numbers are slightly less than those of some comparable countries. Data also suggests that South African public sector employees are well paid.

Numbers for Nigeria are disappointing, but it has overtaken South Africa to become the biggest economy in Africa. There are about 2.41 public servants per 100 people in that country. On average, with some exceptions, unit labour costs have been increasing in the South African public sector, but productivity has not.

Indeed, inflation partly accounts for the high wage bill. The increase has been higher in the provinces than other spheres. There are those who argue that the provincial sphere should be scrapped. Numbers imply that it should be reconfigured, rather than scrapped completely. The bulk of the education and health expenditure is in the provinces.

The problem of productivity cuts across the entire South African society. Many people seem not to work harder, smarter or for longer – they spend more time on social media networks, gossiping and expressing opinions that are not based on any research or application of the mind.

But I digress.

Since the mid-2000s, South Africa has consciously been working towards becoming a developmental state. It inaugurated a planning commission in 2012.It matters greatly how a planning commission is structured in any society, as it is not merely a matter of having a planning function. Long-term planning, as well as monitoring and evaluation, have not yielded the desired results.

Why have the supposed institutional architecture improvements implemented since 2009/10 failed in successfully improving social and economic development? Put differently, would socioeconomic development have suffered more if the said institutional architecture had not been in place?

Although there can be other constraints, if government is appropriately organised and has the requisite capacities, we should see improvements in wellbeing. If social and economic transformation does not improve, the implication is that we need to reorganise government and ensure that the necessary capacities are in place.

It might well be that some of the associated initiatives are either wrongly conceptualised or incorrectly implemented. It is therefore important that the various initiatives that the current administration is pursuing are responding to the correct problem. The monitoring and evaluation framework is being reviewed.

The national development plan has been reviewed. A framework for policy development is being introduced. There are new public sector reforms. Given the experience of some of the countries mentioned earlier, the organisation of government seems to matter greatly.

For instance, the planning commission should not only have necessary technical capacity, but must also be part of government. The late Malawian economist and intellectual Thandika Mkandawire regarded the training of technocrats (or Afrocrats, as he referred to them on this continent) as critical.

There have been various attempts at doing this, but perhaps the capacity-building has not been appropriate.

Arguably, there are specific skills sets that are needed at local government level that might differ from the expertise required at provincial and national levels.

This point has implications for the professionalisation of the public service that is being pursued. It is important that such professionalisation addresses the correct problem. Besides this noble initiative needing to be viewed as part of the broader public sector reforms, it should not be a mere technical exercise, but should also ensure that the correct people in terms of character, outlook and aptitude work in government.

The article was published in City Press Newspaper and based on a new book Prof Gumede is finalizing. Link to Story: https://www.news24.com/citypress/voices/organised-governments-ensure-capacities-20211222

Second year Master’s students, Nicholus Mnyambo and Moses Timana, and first year Master’s student, Lerato Kgotse, also presented at the 23rd Nematological Society of Southern Africa (NSSA) in Tulbagh, Western Cape. NSSA is a prestigious conference of nematologists from Southern Africa, which attracts nematology experts from around the world.  

“As young scientists, the conference provided us with the opportunity to network with researchers and students from various research institutions,” said Timana.

Mnyambo added that the opportunity has increased his networking skills, improved his communication and presentation abilities, and has kept him up to date with the latest information in his research area. 

“One of the biggest benefits was getting to know other people in my field, networking, sharing ideas, and exchanging contacts just in case need I need advice from an expert in another field, and specifically from people at my level of study,” he said.

Kgotse said that since the conference she has become more interested in research than before. "I am excited about continuing my career in the research field. Presenting my results to other researchers gave me an even better understanding of my own research, as well as the confidence to conduct more studies to share with others."

Lerato Kgotse: MSc Student in Agriculture (First year)

Research Topic: Rhizobium leguminosarun and Meloidogyne enterolobii effects on growth and nodulation of retained cowpea cultivars.

“My research seeks to characterize the relationship between meloidogyne enterolobii a recently identified economically important root-knot nematode on soybean and rhizobium leguminosarum on the growth of local cowpea varieties for potential use in the management of nematode in communal farming areas.

Understanding the relationship between the two species will help with knowing if the bacteria (Rhizobium leguminosarum) is able to suppress or control the nematode population and reduce the damage on the plant or the nematodes suppress or outcompetes the bacteria as they occupy the same space on the plant.

During my honours degree I had a nematology research project, and when doing data collection, I discovered the presence of bacterial nodules on the roots of the nematode inoculated plants and that got interested in the type of relationship these two microorganisms have, and their effect on the plant. That’s when decided I should take this to my master’s level, I also figured that, maybe the bacteria could somehow be used to control nematode. 

The relationship between the two microorganisms were observed to vary with cultivar. Time of bacterial inoculation in relation to the nematode did not differ but cultivars differed in their response to the nematode species. Meloidogyne enterolobiihad differing effects on number of total bacterial nodules and number of active nodules formed on roots of different cultivars. Of the six cultivars “Cv17A” had significantly the highest number of nematode J2 and eggs in the roots while “Cv17D” had significantly the lowest number of J2 and eggs in roots. 

The treatment that had the highest number of nematode J2 and eggs in the roots was nematode inoculation first while the lowest was rhizobia inoculation first. The relationship between nematodes and nitrogen fixing bacterial is more complex than previously reported, with this relationship probably varying with nematode species, plant species and cultivar within each plant species.

In the current study nematodes had a direct effect on the cowpea nodulation and proportion of active versus inactive nodule numbers irrespective of nematode inoculation time relative to the time at which nitrogen fixing bacteria inoculation was done.”

Nicholus Mnyambo: MSc in Agriculture (Second Year)

Research Topic:: Resistance status of Bambara groundnuts to root-knot nematodes and nematodes management using plant extracts.

“My research focuses on the use of a traditional plant, Bambara groundnut also known as tindlubu in Siswati. Bambara groundnut is a traditional underutilized crop which is important as a food source, particularly for most rural communities where levels of food insecurity are very high. The crop is grown in marginal soils high in nematode infestations known to reduce yield. 

Currently, there is limited information on the impact of these nematodes on Bambara groundnuts. This research will provide communal farmers with information on the potential impact of nematodes on the production of the crop and give an alternative approach in controlling the nematodes population using cheaper reliable methods. In commercial agriculture, these nematodes are controlled through the use of chemicals. 

These chemicals are expensive for smallholder farmers. The study seeks to look into an environmentally friendly, human-friendly, cost-effective method that can work in controlling the nematodes. The study used plant extract from an indigenous plant called Maerua angolensisto create a nematode control method.

The study seeks to achieve a natural human and environmentally friendly nematodes control method that is affordable to the people in rural areas where this crop is produced. Achieving this will allow us to control nematodes and promote Bambara groundnut. In Africa, Bambara groundnut is ranked third as a protein-rich crop. Bambara groundnut has a potential in addressing malnutrition and food insecurity in rural areas. 

Growing up in a family that is agriculture-orientated made me fall in love with agriculture. Moreover, there is a huge gap between production from commercial agriculture and production from substance farming. This is due to the resources available in commercial agriculture, which are absent in rural areas. People from rural communities don’t have enough capital to purchase these chemicals that assist in improving yield. 

Also, there is an increase in the general awareness of the harmful effect that these chemicals have on the environment and human health, which resulted in some being withdrawn or restricted from the market. My dream is to promote the traditional crops and try to assist in addressing issues caused by the growing human populations such as high food demand. 

The research will provide an alternative cheap method that can be adopted by farmers and control nematodes while simultaneously improving yields.” 

Moses Timana: MSc in Agriculture (Second year)

Research Topic: Host response of local cassava varieties to root-knot nematode infection and their management with plant extracts.

"In my research we were looking at the susceptibility and sensitivity of Cassava to a plant parasitic nematode species called Meloidogyne incognita. It was an interesting experience because there were a number of things that were impromptu, this includes observing the cassava Mosaic virus which is a major problem in cassava production and also trying to find ways to deal with it in such a way that it does not have an effect of our research results. 

Another challenge we came across was the plant-sprouting percentage being poor and we then investigated a number of possible factors that may have been the cause, factors such as the environment our plants were grown in, the size and position of the cuttings, the growing media, and also priming of the cuttings.

From the preliminary results we can tell that the plant is tolerant, but we still have a second trial at the farm just to validate our findings, provided the story tallies. We were also looking at the impact of plant extracts of Maerua angolensi, which is a medicinal plant, on the management of M. incognitabecause studies have shown that this plant can suppress nematode populations in tomatoes, so the plant extracts had similar effects with our positive control. Another interesting observation was improved plant growth in plants treated with this, so we suspect that these extracts may have improved the rhizosphere, so we need to investigate this in future.

We also found that the environment this is grown in affects sprouting and root mass, while using rooting hormone and peat as a growing media also improved sprouting.”

@ Story by Lisa Thabethe. Pictures Supplied.

Originally from KwaZulu-Natal, Dr Shezi plans to focus on teaching, research, administration, and engagement. He hopes that engaging more in research will benefit not only him, but also his students and the university as a whole. 

To this end, he says he will apply for research funding, and engage more in research as it will  assist him in generating knowledge and skills, which he will transfer to his students. 

"This will keep me updated with what is happening in the industry and ensure that I deliver quality lessons that are relevant, while at the same time solving the actual problems that limit fruit production in the industry,” he explains

His approach to teaching is simple, he says, and relies on one basic principle: “To make sure that even the most disadvantaged student understands the concept. To serve this, I have adopted a holistic approach of teaching, which involves the application of different teaching methods interchangeably in order to clarify the subject matter. Primarily, I use lecture or presentation methods, but if there is something that needs to be explained further, I switch to the demonstration method, where I use a live example or scenario to ensure that everyone is on the same page," continues Dr Shezi. 

"I like opening up the subject matter for discussion, and try to involve everyone. I do this mainly to open every possible learning opportunity for everyone. I ask questions and point to students randomly without waiting for anyone to raise a hand. I do this to make sure that everyone remains focused and ready to answer a question throughout the lecture session," he says. 

He believes that giving everyone an opportunity to speak out is a sense allowing self-expression and embracing uniqueness among his students. 

"As a lecturer, I believe that all students are unique, and thus have different learning styles. This aids me to explore different ways of explaining the same concept to make sure that everyone has understood."

Golden opportunity

Dr Shezi grew up in the rural area of KwaHlathi near Ladysmith, where subsistence farming is a widespread practice, and developed an interest in agriculture from an early age. He obtained his BSc in Agriculture from the University of KwaZulu-Natal. 

“My experience in Horticultural Sciences modules and potential opportunities I learned about, sparked an interest, leading me on to a master’s degree, which gave me a lot of experience working with various stakeholders. This experience, together with passing Cum Laude, inspired me to pursue my PhD, which I also obtained from UKZN, having my experiments at the Westfalia Fruit Estate,” he says.

After completing his PhD, Dr Shezi joined the University of Zululand as an Agronomy Lecturer, after which he joined UMP in November 2021. 

Dr Shezi believes that he is still developing and as such the match with UMP, a growing university itself, seems ideal.

“I am so honoured to be appointed to this position. In fact, I see it as a golden opportunity to develop myself. I consider myself very lucky to join a university that is still developing, which gives me an advantage as an emerging researcher, who is still intending to grow," he continues. 

“All the support structures that are in place seems like there were designed for me; the way they are so relevant. I feel like this position was designed for me, and I can see myself as a well-established researcher in the next five years.”

@ Story by Lisa Thabethe. Picture @ChrisplPhoto. 

Dr Khanyile’s teaching method develops students’ knowledge of the fundamental principles of theoretical and applied chemistry. It boosts students’ confidence and also monitors if they are on the right track. The process, she says, starts with her organizing and planning the padlet. She then prepares lecture slides and shares them on Moodle before the lesson. Interaction is key for her.

“I move around the classroom to make sure that my students feel my presence and to ensure that they achieve the lesson learning outcomes. Furthermore, I give them time to engage each other and me on the content. I also give them tasks that align with the learning outcomes," she says.  

To make the lecture interesting and fun, Dr Khanyile incorporates competitive quizzes on Kahoot and Mentimeter, which her students enjoy. "Under normal circumstances, a tutorial session where I am available to facilitate face-to-face follows. Now, the group discussions are taking place on MS teams. I group the students into teams of 10. They organize the meeting time, record the meeting and write minutes on what they discussed.” She believes that chemistry is enjoyable when students realize that it is not something that ends up in a laboratory or the auditorium.

"Chemistry is part of our everyday life. From each of my lessons, I strive to make my students realize this fact as I explain chemistry concepts using examples of things they see in their environment. In addition to this, students will get a real feel as they complete relevant laboratory exercises while learning basic laboratory skills."

Some of Dr Khanyile's students working with chemicals in the laboratory.

Innovative engagement

Dr Khanyile ensures that students work together and that learning continues outside of the classroom. At the end of each chapter, they  write a graded quiz that serves as a diagnostic exercise to her.

“It gives me an idea of what they managed to understand, and the topic to focus on when I plan an extra tutorial. Instead of wishing that students enrolled in my module have certain competencies before admission, I always try different teaching methods to determine the ones that work better for them. I sometimes flip my classroom by giving students pre-class/laboratory exercises to complete. I give them narrated lessons or assign a lab simulation on Labster Simulations,” she adds.

“I adapted this idea from the Haaga-Helia vocational teacher programme. Students learn valuable skills in this exercise, including but not limited to organizational skills, leadership, integrity, time management, listening, and communication. This method has proven to be especially beneficial in instances where I have have had no to only a few tutors.”

Producing great results

Dr Khanyile's open-door policy allows students to come to her at any time for assistance, and has produced great results.

“I have observed a dramatic exponential increase in the pass rate for all three programmes after I started integrating technology in my teaching. In 2017, the average pass rate for CHEM101 was 75% and in 2021 was at 95%. The students that get distinctions in my module tend to do well in succeeding years of their study and are likely to proceed to MSc and Ph.D,” she adds.

“The main aim behind my evolving teaching practices was not to win an award. I was just on a quest to find ways to improve the experience my students have with chemistry, as well as the pass rate. I guess it is true, hard work pays!

On the student evaluation of teaching form, one of my students wrote: ‘No matter how challenging chemistry can be, Dr Khanyile makes it easy to tackle’. Another wrote: ‘It was a pleasure to be taught by Dr Khanyile, she has inspired me to try and further my studies to Ph.D. level.’”

@ Story by Cleopatra Makhaga. Picture supplied.