Celebrated under the theme: “Unlocking the wealth in our Heritage,”, the Heritage Careers Expo seeks to look at careers and opportunities within the arts: visual arts, multimedia, music, graphic design, jewellery design, conservation, hospitality, and interior design, and how these are beneficial to learners. It also aims to guide and encourage high school learners on how to navigate the world of arts.

In her welcoming remarks, UMP Vice-chancellor Professor Thoko Mayekiso spoke about how UMP as a comprehensive institution, understands that its academic project must combine both the creation and transfer of knowledge and skills and the development of students as independent and critical thinkers with a passion for knowledge and its applications.

“Our vision is to offer high quality educational and training opportunities that foster the holistic development of students through teaching and learning, research and scholarship, and engagement, in collaboration with strategic partners.”

She further said UMP values: Excellence, Integrity, Diversity, Collaboration, Adaptability, Relevance and Inspiration find expression in the arts and the expo.

“We reflect and serve diverse regional, national and global communities. We foster an environment in which diversity is appreciated, respected and celebrated. We are committed to accessibility, inclusivity and social justice,” she added that as an African University, they recognise, affirm, entrench the African experience and context in the academic project, leadership and management processes.

Embracing Africanness

Professor Mayekiso further explained that the university celebrates and upholds African values, African epistemologies and African world view philosophy. We value and embrace our African identity, our Africanness, and pride ourselves for educating students for work and for life.

“I would like to indicate our commitment and passion for the Arts and Heritage careers. We believe that the arts teach symbolics, expressive capacities that can reach across barriers of language, culture, background and experience. It is about applying creative thinking to projects, igniting students’ imagination and creativity through the arts.

 Careers in the arts were celebrated during the 2022 Heritage Expo.

“Heritage careers provide the opportunity for harnessing creativity, creative inquiry, creative problem-solving, resilience and adaptability. For example, we are offering three African languages: siSwati, isiNdebele and sePedi. We are offering for the first time in 2022, the BA Honours in siSwati.

The Vice-Chancellor further said common courses are aimed to provide students with a grounding not only in essential basic academic skills such as critical reading and writing, but also to enhance their awareness of their place in Africa, and its relation to the wider world, both past and present.

“A number of our academics are conducting research in the broad domain of culture and heritage such as in the journey and Doctoral thesis of Dr Precious Shabalala, on cultural heritage tourism: Ms Thulisile Bhuda’s children’s book in both English and IsiNdebele on the Ndebele murals.”

Arts careers promote South Africa

In his keynote address, Deputy Minister of Higher Education, Science, and Innovation, Mr Buti Manamela encouraged leaners to take up careers that promote South African culture and heritage.

“There are already young people flying the South African flag high internationally, people such as Black Coffee are not only using their talent to earn an income but they are also showcasing our country, and this is the reason we want you to take up these careers,” he said.

Mr Manamela further explained that when most young people go to university, they shy away from programmes in arts and heritage.

 Careers in the arts were celebrated during the 2022 Heritage Expo.

“When you go to career expos, you need to look for these careers. It’s important is that you shouldn’t be discouraged from taking up these careers. Most learners drop out because they chose programmes that don’t interest them.”

Mr Manamela further said that some people see careers in the arts as side hustles and not as something individuals can go to school and learn about. He explained that the purpose of the heritage career expo is to encourage students to pursue careers in arts, music, fashion, culture and heritage.

“We have to protect our heritage, indigenous knowledge and culture. Getting young people to pursue careers like these is to put our country on the map. Most students who go to higher learning institutions are discouraged from doing these kinds of careers. We are here to tell you not to be discouraged to follow your passion," he added.

"What we want to achieve is to excite you about something that is different, and see if you can choose and excel in the careers that are exciting, because you will then join in preserving the culture and heritage of our country. You can also turn your passion into a business. This career can make you an entrepreneur. 

The Chief Executive Officer (CEO) of CATHSSETA Mr Marks Thibela closed the expo and shared how his organisation managed to raise funds to have the exposure as it is touching lives.

“These careers exposed subsidiaries today are contributing to the goals set in the National Development Plan. It is indeed showing that CATHSSETA are not only funding the initiatives but are also passionate. It is through these initiatives that the young ones are encouraged to take up these careers and entrepreneurship and bring in other youth,” he said.

Learners had the opportunity to hear presentations of people that are in culture and arts careers, such as Ntombi Ya Mutsonga and sculpture artist Noria Mabasa.

The Heritage Expo was also joined by several SETAs, as well as other key role players in the sector, including UMP management, and Deputy Minister in the Presidency: Ms Thembi Siweya.

@ Story by Lisa Thabethe. Pictures Supplied.

Dr Radingoana is a young academic who holds a PhD in Environmental and Water Sciences from the University of the Western Cape. She has strong teaching, learning, and research skills, and Food Security and Rural Community Development experience. Her research interests are around Waste Management, Climate Change, Water Reuse, Water Resource Management, Poverty and Livelihoods, and Food Security.

Dr Radingoana started her career as an Intern at the Agricultural Research Council (ARC-ISCW) in 2013 and moved to University of Limpopo (UL) as a Laboratory Assistant and later as a Lecturer in Geography from 2017.

Before joining UMP in June 2022, Dr Radingoana was a Geography lecturer at the University of South Africa (UNISA), where she was honoured with the Youngest Female Doctoral Graduate by the institution.

For her PhD she focused on assessing how greywater reuse can affect the health and nutritional quality of produce if used for agricultural activities. The project was aimed at addressing the 1st and 2nd Sustainable Development Goals of the United Nations (UN) while also aiming to consider the viability of greywater in arid and semi-arid regions as a potential freshwater substitute in agriculture.

In June 2022, Dr Radingoana published a study titled: Assessing accessibility to, and availability of, water supply in selected communities of Lepelle-Nkumpi local municipality, Limpopo province of South Africa, which she co-authored with three other academics, and aims to assess the accessibility and availability of water supply in selected communities of that municipality.

Dr Radingoana is registered as a scientist with the Society of South African Geographers (SSAG) and South African Council for Natural Scientific Professions (SACNASP). She has published four articles in accredited journals and has also been a peer reviewer for the journals Science of the Total Environment, South African Geographic Journal, Applied Water Science, Water and Environment, Scientific African and Remote Sensing Applications: Society and Environment.

She has supervised 15 honours students and is currently supervising three Masters and one PhD student. She holds a Bachelor of Science: Environmental and Resource Studies, Bachelor of Sciences: Honours and Masters in Geography from University of Limpopo (UL). She completed her PhD in Environmental and Water Sciences at University of Western Cape (UWC).

Additional sources: African Scientist, UNISA, Researchgate.

Dr Dalu has been recognised for his research and contribution towards achieving sustainable water management, knowledge generation and solutions with demonstrated leadership and impact in two categories: TW Kambule-NSTF Award: Emerging Researcher and the NSTF-Water Research Commission.

“I was very honoured and humbled to have been nominated amongst some of South Africa’s most brilliant minds within the water science research field. It was more so an incredible privilege to have been an ambassador and testament of the incredible vision and leadership of UMP, which promotes high quality research across academics at the university. 

“I was especially honoured, inspired and encouraged by the incredible support from our Vice Chancellor, Professor Thoko Mayekiso, our Dean in the FANS, Professor Moses Mbewe, Head of School in the SBES, Professor Simphiwe Mini, and from colleagues in the School and University management. I wish to express my indebtedness to their unwavering support.”

Dr Dalu’s latest work include is a book: Emerging Freshwater Pollutants: Analysis, Fate and Regulations, which he edited with Nikita T. Tavengwa from the University of Venda.

The book, which examines the emerging water pollutants and human safety, finds its relevance as the country is grappling with an imminent crisis freshwater crisis, evidenced in threats of ‘day zeros’ across some of South Africa’s metropolitans.

“I am particularly interested in how ecological systems respond to an environmental disturbance caused by anthropogenic impacts, climate change and invasive species,” he says.

Dr Tatenda Dalu with UMP Vice-chancellor, Professor Thoko Mayekiso.

“Working with fellow ecologists, resource managers and policy makers often stimulates new directions for my research. I have working experience in field and laboratory-based research particularly in fields related to environmental issues within the aquatic ecology systems realm.”

Dr Dalu is also an Iso Lomso Fellow: Stellenbosch Institute for Advanced Study, Stellenbosch University (SU); Honorary Research Associate: South African Institute for Aquatic Biodiversity (SAIAB); and Young Affiliate: The World Academy of Science, (TWAS, Italy).

The University of Mpumalanga congratulates and is proud of Dr Dalu’s research achievements in pursuit of our Vision of being an African University leading in creating opportunities for sustainable development through innovation.

As a fairly new university, UMP has identified research focus areas that are linked to one or more Millennium Development Goals and are of relevance to the Mpumalanga province, South Africa, and the African continent.

The university has eight NRF rated researchers with two C1, three C2, two C3, and one Y2 categories. The Vice Chancellor of the University, Professor Thoko Mayekiso is leading by example as she is a C3 rated researcher.

@ Story by Lisa Thabethe. Pictures supplied.

This year, the ENACTUS SA competition was termed: "Passion on Purpose" and the UMP team, led by final-year Bachelor of Development Studies student, Mfanelo Ndlovu, secured second place for their Travel to Trade project.

Ndlovu says there was enthusiasm from students since the competition was handled differently compared to the past two years, where everything was restricted to online, due to the pandemic. This time they could finally physically do their presentations instead of sending in videos.

“We were first in our league and competed against teams with much more experience than us. We made it to the national finals and came second, which is a huge accomplishment for us. We have never been this close to coming first. The majority of the team had never been to the nationals which posed a challenge and they had to work extra hard to prepare and train the rest of the team,” says Ndlovu.

Inspiration and support

For the competition, ENACTUS SA allowed teams throughout to present student-owned businesses and UMP presented Travel to Trade, a brainchild of Honours student, Siphesihle Shabalala.

Former Enactus members serve as an inspiration to the team, one being erstwhile UMP Enactus President, Confidence Ndlovu, who is now a lecturer and co-faculty advisor and was part of the team since the beginning of UMP Enactus.

“This was the first time we worked with Miss Ndlovu as an advisor rather than a student, which was surreal and a bit nostalgic. This also served as a great motivation to our team to see someone who walked the same road and worked as tirelessly as them in a higher position,” he says.

Ndlovu says that the team became successful through the full support of the University management and other students. He added that the people who worked tirelessly and gave their extra hours to ensure the success of the team are faculty advisor Dr Ferdinand Niyimbanira and co-faculty advisors Mr Lukhele, Dr Xola Nduku and Ms Confidence Ndlovu.

This year for ENACTUS SA the teams were entrusted with identifying businesses within the team to find an enterprise that will have an innovative and sustainable impact. ENACTUS UMP held three workshops, which were led by the faculty advisers. This Roadmap route helped in finding an outstanding ENACTUS UMP member-owned enterprise.

The team decided to work on the Travel and Trade Project, as it was the best option for reversing the narrative. As a result, ENACTUS UMP then partnered with Well of Wisdom Projects, a registered business founded by Siphesihle Shabalala, one of the ENACTUS UMP Honours students.

"We have uncovered a vacuum in the economy: there is a sector that is freely accessible but under-resourced, leaving its economic consequences unaccounted for. That is the informal trade sector, which has existed for many years as a source of income and a reliable source of funds, especially for the previously disadvantaged. The sector is generally dominated by the elderly and classified as unprofitable due to its lack of attraction," adds Ndlovu. 

"Together with the team, a needs analysis was conducted, a process based on observation, questionnaires and interviews with street vendors from the Mbombela local municipality. This was done to gather more insights, using both quantitative and qualitative data on the challenges faced by our beneficiaries." 

Ndlovu further says that their key findings indicated that the informal sector is challenged by: Top-down approach, Market access, Lack of accountability and information, Lack of compliance and exploring of new opportunities.

Travel to Trade can be described as a contemporary interpretation of the ancient merchant tradition. It captures the entrepreneurial fire of enacting change by exploring products and services that positively impact society. Vendors today carry the same fire.

“We pride ourselves not only on the impact we make on our beneficiaries but also on the business value gained by our team members. As such our business model follows the pattern of social entrepreneurship, the crux of which is stakeholder integration towards solving social challenges while generating income. Project Travel to Trade then uses the qualities of the team to encourage partnerships with the private and public sectors as clients and sponsorships for project sustenance and revenue generation."

@ Story by Cleopatra Makhaga. Pictures supplied.

All institutions of Higher Learning made an undertaking to forge ahead with curriculum transformation. It has continued to be a topic of discussion in many institutions of higher learning, but many have very few plans of action if any owing to the decreased pressure from students to plan, implement and review such plans.

Addressing the matter, Dr Sibongile Masuku, a senior lecturer in Culture and Heritage Studies at the University of Mpumalanga (UMP), holds several views on how this can be done.

She believes that interventions for the decolonisation of the curriculum should start at the basic education level. This would entail the training of those that teach teachers how to teach. Decolonisation of the curriculum must take place at the Foundation Phase level and with the Foundation Phase teachers.  

In-service teacher training problems detract from the everyday task of the teacher which is to teach. Hence, the proposal that it should be part and parcel of the teacher training curricular.

Dr Masuku, an educationist, environmentalist and a heritage, culture and creative industry expert who has written scientific papers on indigenous knowledges and multifaceted cultural heritage, speaks profoundly about how language and teachers play an important role in the decolonisation of the curriculum.

She says when teachers find comfort in delivering most of their lessons in local languages in combination with the regulated medium of instruction lingua, then we are heading into the right direction. The colonialities that define most basic education curricular remain unshakeable because most prescribed and support textbooks were written from a colonial perspective.

Bring in academic experts 

This has continued even after democracy, of course you see scatterlings of indigenous knowledge here and there she explains. Decolonisation lingua has crafted most missions, visions and values of schools and academic institutions. These have become the curtains that shield what really happens within academic institutions and schools and most of all in the classrooms. It is almost the business-like usual attitude that precedes the Fees Must Fall call.  

Covid-19 to a high extent undid most of the gains that came with face-to-face teaching that enabled dialoguing about issues that humble the university to seeing itself as one­­ that exists within a community and not an ivory tower island in space.

“Lecturers and Teachers are the ones who deliver lecturers, and therefore, should be given tools that support their interventions at decolonising the curricular. Just telling them what to teach without giving them opportunities to engage with subject matter and experts is problematic.

These are experts from a wide range – those in airconditioned offices to those sitting under the tree shade doing their usual art and craft as well as allowing the environmental education lecturer to visit landfill sites with her/his students. Without enabling these opportunities, we will struggle to decolonise the basic education and higher education curricular,” says Dr Masuku.

“As academic institutions, we need to begin to tailor-make our programmes so that they are relevant in the communities where children come from. For, instance when teaching afforestation encourage learners to grow plants that are indigenous and endemic to that particular locale rather than species that may look pretty but are problematic such as lantana camara – known as sanda nezwe in isiZulu” she says, adding that the initiative to decolonise the curriculum, should have started a long time ago.

“What we see is people writing about decolonisation, but they are not doing decolonisation. I am interested in socio-cultural intergenerational learning and its particular leanings towards indigenous knowledges and relevance to context. How do we learn from elders and how can elders learn from the youth and vice versa?”

Her advice is not to be romanticist about indigenous knowledges but look at their relevance to a particular context. We have a lot to learn from elders about context congruence. For instance, the Zulu people did not make the same grain pits as the Sotho and Tswana people. They made grain pits for sure, but the methods were defined by the soil structure, the type of pests etc. etc.   

“There is a lot we can learn from them within the comfort of where they are.  I am very against this narrative that we must bring elders to the school to teach, there is an embedded arrogance in that. Whereas we can go to the communities and learn. As an apprentice you go and learn with the master, the master does not bring his whole workshop to you. Bringing such experts to classrooms is a beginning I guess, but should not be it all," she says.

Decolonisation is about innovation

Dr Masuku is one of the leading Heritage and Culture experts in the country. She was nominated by the Minister of Sport, Arts and Culture, Mr Nathi Mthethwa, as the National Chairperson of the Culture Thematic Area to the South African National Commission for UNESCO and appointed to that position by the Minister of Basic Education Minister Motshekga.

As a member of a panel of advisers on indigenous knowledges to the Department of Sport, Arts and Culture Dr Masuku, says that she is convinced that government is trying to move away from rhetoric to action when it comes to decolonisation. It needs to be determined to positively alter spaces of higher learning, not by greening them but culturalising them as well.

Sculptures of African role models must be constructed, and buildings and structures must be named after African heros and heroines in all areas of our lives. Names range from the likes of Josias Tugwana, Nkosi Johnson, Credo Mutwa, Thuli Madonsela and so on and on to define our spaces of learning. Decolonisation is not only what happens in the classroom, but it is a holistic concept aimed at Africanisation of our places and spaces.

“The Ministers of Sport, Arts and Culture and the Ministers of Basic Education and the Minister of Higher Education, Science and Innovation Training are keenly promoting careers in the art and heritage sectors and wants parents and teachers to encourage their children to choose them as well.

The Deputy Minister of the Department of Higher Education, Science and Innovation Mr Buti Manamela pointed out that there is a tendency to demean the cultural and creative industry sectors as those chosen by those gifted with the use of their hands to craft and driven by passion.

They are considered to engage their brains less than they do their hands. All manner of careers demands an intensive engagement with one’s brain, He said. He further highlighted the many streams of learning for the cultural and creative industries in institutions of higher education and training and that they have more to offer than just academic subjects.”

She further mentions that there is also a legal angle looking at intellectual property, and intellectual rights in terms of ownership of one’s creative work.

“It’s a broad angle rather than one focusing only on what we are misled to believe is using your hands and not your brains.”

In her role as the National Chairperson of the Culture Thematic Area to the South African National Commission for UNESCO, Dr Masuku has been tasked to oversee the Culture and Heritage Conventions that South Africa is a signatory to.

In her role as a lecturer Dr Masuku says that she is not a conventional lecturer and believes that one is an educator and learner and that students are not empty jugs to be filled with knowledge. She pushes them to explore problem solving interventions.

"South Africa has been for many years engaged in problem analysing. We are experts at showing up problems and we now need to challenge our students to take responsibility of conceptualising, planning, implementing and reviewing problem solving interventions.  

Decolonisation is not only about looking behind and picking up what we lost, it is also about innovation, being futuristic and taking up responsibilities than constantly looking to Pretoria for government handouts, The Union Buildings and the seat of parliament in Cape town. Universities and schools need to look at all the facets within which it is centred and ensure that it is one with its context,” she said.

@ Story by Cleopatra Makhaga. Pictures Supplied

Not long in the playing field, the volleyball teams started participating in competitive games in 2016, and is still developing students and strengthening the teams. Mbombela Campus Sports and Recreation officer, Mr Henry Mathonsi said the teams are making strides on the pitch and are impressive.

“We were competitive but unfortunately didn’t win, because we were up against institutions that are highly experienced, although our performance was really good,” he said.

Mr Mathonsi says people are talking about UMP. "After all, now they are aware we have volleyball and it is growing and getting stronger every day. The good thing about the team is that we are already putting ourselves out there as an institution," he further said.. 

“Excelling is a priority because it markets and gives the institution a good name,” says Mr Mathonsi, adding that potential students who want to study at the university are easily drawn to the institution when it is good in sports and is winning games. "The success of the volleyball teams is another opportunity that makes potential students want to come and study at the institution,”  said Mr Mathonsi.

“If potential students feel like sporting wise, UMP is up on top with other universities and this makes its easy for them to choose us as the first institution of choice. We do not only want academically strong students but want to attract those that are active in sports too.”

He further adds that it’s important for UMP teams to win games because it creates opportunities for players to be discovered and handpicked to play at national level. Playing at national level also gives the students an opportunity to demonstrate their talent and skills so that they get selected for national duty.

Mr Mathonsi further says the ladies' team is doing exceptionally well. “In volleyball there are two sections, and there are the main sections when the tournament starts,” he further added.

“Everyone is competing to be part of the finals for the main sections. When you get to the quarterfinals of the main section, and you get knocked out then you automatically qualify to play the finals of the second section which they call a plate and if you win that you also win a cup. Our girls were knocked out of the finals of the plate. They did well.”

Mr Mathonsi concluded that one of the biggest ambitions for the UMP sports division is to win games and produce quality players who will be selected to play at national level. “When our players get selected it’s an honour for the institution.”

@ Story by Cleopatra Makhaga. Pictures Supplied.

The Abe Bailey bursary focuses on leadership development and is awarded to students who have great academic records, have demonstrated exceptional leadership and service skills, and have a solid track record both on campus and in broader societal contexts. It is open to students registered fulltime at any South African university as well as academic staff members who enjoy junior lecturer status.

The third year student applied for the bursary after realising that it aimed to foster critical thinking skills, instil collaborative skills within diverse groups and facilitate rigorous debates. She says the bursary is an opportunity to go on an educational tour of England and Scotland where she and students from other South African universities will be visiting several higher learning institutions.

"Receiving the bursary has been surreal and a dream come true for me. I feel honoured to be part of the group that will be travelling to the United Kingdom. The trip will start on November 22 where we will spend three days in Cape Town before departing to the UK,” she says.

Mamagobo is looking forward to visit the Sigmund Freud Museum, which is regarded as sacred to Psychology students, as it houses vital psychology-orientated work. She will also visit Oxford University and loves the fact that the scholarship enables outstanding South African students to broaden their horizons and views.

"The bursary will assist me to have a better understanding of the community development projects that I'm currently doing and will capacitate my competencies. Being around other young, goal-driven students will help me build social and intellectual capital that I can use as I navigate the world of academics. But most importantly, as a social entrepreneur, this trip will empower me to empower others.”

Hardworking student

The Abe Bailey bursary is awarded every year to students who show excellence in leadership and social responsibility, and Mamagobo is among those that show those characteristics.

Her achievements include being the recipient of the Vice-Chancellor scholarship, receiving the Best Undergraduate Excellence Award with 10 distinctions, 88% average, and R15 000 prize, in her first year. In 2021, she made it to the merit with an 87% average and distinctions in all her modules.

Mamogobo, who has been raised by her grandmother, is a community builder of note and participates in many communities and student development projects. She is the founder of the Ambassadors of Positivity, an organisation that assists young people with educational-related problems.

The hard-working student currently serves as ENACTUS 2022 Project Manager, is also the co-founder and secretary for the vibrant UMP Drama Society, a mentor and a regional manager (Nelspruit Region) for the Tshimong Debate League.

She further adds: “People find it hard to believe that I used to herd my grandfather's cattle and goats. Nonetheless, I am a proud village girl. In the next five years, I want to see myself publish a manuscript, establish a social enterprise that serves the community and I also want to be addressed as doctor or professor.”

The Limpopo-born says she draws her inspiration from the international businesswoman and philanthropist, Oprah Winfrey.

“One of my philanthropic highlights was when I interacted with three schools, where I gave a talk and study tips to students. I also facilitated a 25-hour study marathon before the June exams and we received a sterling 800+ attendance.”

@ Story by Lisa Thabethe. Pictures Supplied.

The games feature a few codes that allow students to compete in teams or individually to participate at provincial and national level. The traditional indigenous play activities and games have been modernized. Over time, the games have become an expression of local people, culture, and social reality.

These acts were largely ignored in historical and anthropological studies of South Africa's indigenous people. The challenge was to resurrect and disseminate this rich indigenous history so that everyone may participate in traditional games.

Sport and Recreation South Africa strives to conserve and promote this rich history for future generations through indigenous games. UMP Student Division has collaborated with the Department of Sport and Recreation to bring indigenous games to the university together with the assistance of Mr Zwelakhe Masilela from UMP’s School of Social Sciences.

"We have the support from the Department of Sports and Recreation who have assisted us with coordinators of each sporting code. The games are now played by rules that have been approved by the Department of Sports,” said Mr Masilela.

Students play a game of Diketo, one of 10 recognized indigenous games in South Africa. 

“The indigenous games have countless benefits, which include assisting students to forge careers in certain codes, including coordinators and managers. These will open countless opportunities for students.

Some of the games that were introduced are Dibeke, Kho-kho, Kgati, Diketo and Morabaraba.

Mr Masilela added: “After the launch, the participants of Dibeke and Diketo competed at the indigenous games regional competition, which was held at the Kamagugu stadium. The participants brought so much fun and also taught students how the games are being played since they are interested in being part of the initiative but do not know how to play.”

UMP participated in the Ehlanzeni Indigenous Games Competition Day after the launch. Five students were selected to represent the Ehlanzeni District at the Provincial games that will be held in Middleburg (date to be announced). 

@Story and pictures Cleopatra Makhaga.

Zulu’s research investigates the purchase motivation of meat analogues in middle-income consumers in Mbombela, South Africa. It introduces an alternative to meat and investigates what motivations will enable its effectiveness in the South African market. The research findings have proven that people are well aware of the effects of production and consumption of meat and are more skeptical about laboratory meat.

“Meat analogues are food products that have been manufactured and processed using a variety of plant proteins, cell and insect-based proteins to mimic the aesthetics, nutrients and taste of meat,” she explains. “The production of meat uses the most land, water and energy. It has hazardous effects on the environment, ethical issues about animal welfare, and adverse health issues that arise from prolonged consumption.”

Since meat analogues are a novel product, she notes, they would offer employment opportunities both in the farms and labs, they provide healthy protein and they do not impose harsh production conditions. The research found that consumers were not too trusting of such a product and feared that it would also have a negative effect in the future.

“Others couldn't just give up meat altogether because it was part of their tradition during weddings, lobola negotiations and other culturally inclined practices to slaughter and consume meat,” she adds. “While others just didn't care; all they wanted was meat in their diets. Vegans and vegetarians were very receptive of meat analogues.”

Her research recommends vigorous education on meat analogues, including them in the school syllabus from a very young age.

“Marketing the great benefits such as job creation for our people, healthier way to consume meat and showing the impact of meat production instead of hiding it to boost meat sales,” she reveals.

Research as motivation

The research, she says, is affirming and has persuaded her to reach greater heights. "It really is my biggest achievement thus far. It's a testimonial to the potential I have as a student. During my time at UMP I was not part of the top achievers academically.

But the research is the gratification I needed to motivate me to go back to school. I want to feel like this all the time, like I'm capable of being amongst the underdogs but somehow coming up on top,” she beams.

“When I mention that I have published a paper internationally as a UMP undergraduate I see the glimmer in people's eyes. It is helpful in terms of showing my abilities, it gives credit to my research capabilities even when I seek employment. I know it sets me apart.”

Zulu is among the 189 UMP graduates that received an internship through the UMP student graduate programme. “Being placed at Hygro Training College means a lot to me because it's an internship that will provide me with the training and experience I need to go further in my career.

“This placement will change my life because it will offer me the long-awaited opportunity to take all I've learnt in school and put it to use. Experiencing the real-life scenarios, coming up with solutions and contributing to the maintenance and growth in production are added benefits. It will also offer me much more insights in the agricultural sphere than any textbook could.”

Zulu is among the first Bachelor of Science cohort of graduates. “I wish to pursue my master’s degree at UMP and continue publishing my work across the globe, putting not only myself on the map but also my small community in Mbombela, my country, and most importantly, the university that cultivated all that I was able to accomplish.”

@ Story by Cleopatra Makhaga. Pictures supplied.

The programme enables academic and support staff at higher education institutes in less-developed countries to travel and receive training as well as participate in various aspects of higher education at selected tertiary institutions in the European Union.

UMP staff members Mr John Seema, Ms Elsie Mokwena, and Ms Sebuki Mankge joined Professor Victor Mlambo, who together with colleagues Mr Edmore Mashatise and Dr Mitch Crook at HAU, successfully applied for EUR 32 172.00 (R550 000) funding under this programme.

The application requested funding to enable the four UMP staff members to participate in the mobility programme. After an open invitation for expressions of interest supported with motivations, Mr Seema, Ms Mankge, and Ms Mokwena, were selected to join Professor Mlambo as participants of the programme.

“However, commencement of the mobility programme was delayed due to the Covid-19 pandemic. We were eventually able to kickstart the programme on the 18^th of June 2022, when we travelled to HAU to begin the programme,” explains Professor Mlambo.

Mutually beneficial teaching and learning opportunities

The programme activities began on the 20 June 2022, and they included shadowing HAU staff as they delivered lectures as well as participating in HAU's peer observation programme.

They were also given the opportunity to share ideas on how peer observations can be used for a lecturer's personal development rather than just for quality control. This was ably coordinated by Jane Headley of HAU.

“This provided staff with a chance to share peer observation templates used by both HAU and UMP and compare notes on the appropriateness of these tools and how well they align with Gosling's peer observation models,” says Professor Mlambo.

Participating UMP staff members were also afforded the opportunity to deliver guest lectures at the host institution. This provided them with an opportunity to interact with Marshall Papworth students in a classroom setting at HAU.

UMP staff further enjoyed a related and illuminating session with Emily Chapman-Waterhouse on Good Practice in Teaching, before joining Julia Casperd on a farm walk discussing sustainable agriculture.

”The group also had the pleasure of meeting the Deputy Vice-Chancellor of HAU, Professor Michel Lee, where sustainable farming and food issues as well possible collaborations between the two universities were discussed.

Postgraduate student management challenges and opportunities were discussed with Dr Martin Hare, who is the Director of Postgraduate Research at HAU.

All four candidates spent time with HAU staff who operate in similar areas of expertise and shared notes and sought collaborative research and training opportunities. Professor Mlambo met with Professor Lian Sinclair and Dr Tim Snelling, who are both ruminant nutritionists; Mr Seema met with Dr D Paparas, an Agri-Business and Economics specialist; Ms Mokwena met with Dr Tom Pope, a pesticides and crop management expert; and Ms Sebuki Mankge met with Dr Paula Misciewicz, whose specialization is soil physics.

Dr Victoria Talbot, the Laboratory Manager at HAU took UMP staff on a tour of all the laboratories that serve HAU. This was an opportunity to share ideas on best practice as far as management of higher education laboratories is concerned.

Dr Ed Harris, a Statistician, took time to train UMP staff members on how to use the open software "R" for various statistical applications spanning animal science, soil science, agri-business and economics, and crop production, including horticulture.

Professor Mlambo further explained that during the second phase of the programme, selected HAU staff members would be spending two weeks at UMP, during which they will deliver seminars and workshops, and share best practice in terms of quality assurance practices, teaching and learning, research, and community engagement in agricultural sciences and related fields. HAU staff are expected on the UMP Mbombela campus sometime in late September or early October 2022.

@ Story by Lisa Thabethe. Pictures Supplied. 

In Mbombela the team went to two neighbouring centres: Uthando House Care, which is home to 26 children, some of whom are orphans and vulnerable due to child trafficking and family neglect, where they cleaned the premises, played games with the children, and planted two trees. Clothes and knitted blankets were also donated to the centre. At Mshadza Care, which looks after mentally and physically disabled children, the UMP team assisted by planting fruit and vegetables.

Founder of Uthando House Care, Ms Tracy Malope voiced her gratitude to staff and students of UMP.

“We appreciate what the University of Mpumalanga has done for us today. Coming to our place of safety today, shows that they care about our kids. The garden is what we needed the most, as it will ensure the centre has enough food supply. This is a relief to us. It will go a long way.”

Engagement and Continuing Senior Manager, Mr Sithembiso Mbuyane, who was also involved in educating the children and caregivers on how to plant and sustain a garden, said: “We engaged in many activities such as planting vegetables, macadamia nuts for protein and citrus for vitamin C.

The Mbombela team was led by Professor Moses Mbewe.

“During the planning we also educated the kids and caregivers on the type of fruit and vegetables they are going to harvest and how to plant the donated seedlings once they have space for new crops"

Mr Mbuyane added: “The UMP ladies cleaned the centre and donated knitwear which they knitted during their free time. It was uplifting to see the kids having fun with some UMP students.”

At Siyabuswa, activities included establishing food gardens for food security, and visiting child-headed families. “The situation in the households is very bad because the only time they can buy food is when they receive the government grant. After that there is nothing,” said Siyabuswa campus marketing officer, Mr Sello Ngema.

Mr Ngema  further explained that at Phephelani home-based centre, they donated knitwear and clothes. Some of the activities was planting trees, and cleaning the Bheki Mfundo Street, which leads up to UMP campus.

The team at Siyabuswa planted vegetable gardens at Sitimise Centre.

“We gave advice on planting, and have committed to making this an ongoing project as we have started following up and checking the progress of the gardens so that the families and community can sell some of those vegetables to earn an extra income. 

Going forward, we need to work with the local municipalities, counsellors and stakeholders and see how we can improve the lives of our people. Involving the community will make a difference on a larger scale," said Mr Ngema. 

Some of the other activities on the day included training and designing of infield rainwater harvesting structures, hand over seeds and seedlings to Tekwane West Community Garden, which is run by grannies and women who produce food for sustenance.

At Kabokweni Care Centre, the team established a vegetable garden, donated equipment for watering the garden, and interacted with learners. At Sitimisele Centre in eMbonisweni, they offered grass cutting and plumbing services to fix leaks.

The Siyabuswa team also cleared bushes in areas considered to be crime hotspots and unsafe for students and the local community. In addition, they planted trees and cleaned at Maganagobuswa Aid Project.

@ Story by Cleopatra Makhaga. Pictures supplied.