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Gender in Education
Commission on Gender Equality
Research Report 2009
University of Pretoria
UNIVERSITY OF PRETORIA
RESEARCH REPORT
2009
36
vi COMMISSION ON GENDER EQUALITY
University of Pretoria
Research Report
2009
Plants:
Nature’s chemical treasure chest
1. INTRODUCTION
“Plants are the most amazing chemists in the world. They make more complex compounds unique database on the therapeutic
potential of the complex mixtures
every day than we can ever dream of manufacturing,” says Prof Kobus Eloff, who initiated of compounds found in the leaves
the Phytomedicine Programme at the University of Pretoria in 1995 and has been leading of trees. PhD student Lita Pauw
planned and orchestrated the
this unique research effort since then.
collection of leaves from more than
600 indigenous tree species.
His passion for finding and harnessing the healing power of compounds in South
Africa’s rich diversity of plants has sustained a productive research career spanning
50 years at several universities and the Kirstenbosch Botanical Gardens. “We
have about 10% of the world’s plant species in South Africa – a chest of chemical
treasures waiting to be discovered,” Prof Eloff believes.
Prof Eloff has been called back from retirement three times, and “now on the
other side of 70”, he is as inspired as ever to find out more about how we can
use the bioactive substances in plants to benefit people and animals, and even
to improve the health and productivity of plants and food crops. Because of the
potential use of medicinal plants in animal health, Prof Eloff’s research group has
been incorporated into the Department of Paraclinical Sciences at the Faculty of
Veterinary Science, Onderstepoort. Phytomedicine and ethnoveterinary medicine
are now one of the research focus areas of the faculty.
People have been using plants and parts of plants for healing purposes since
ancient times. Most plants have many biologically active compounds, especially in
their leaves, but getting to these substances and understanding how to use them
effectively to treat diseases requires strategy, dedication, sophisticated science
and also sometimes a bit of luck or serendipity.
Because the compounds responsible for antimicrobial activity are usually not
soluble in water, people in rural areas usually don’t have the solvents that are
necessary to extract the active compounds. Consequently, bioactive compounds
and potential applications are found that are not known to traditional healers.
Over the past five years, Prof Eloff’s research team has focused on developing a
WESTERN CAPE
The Commission on Gender Equality (CGE) was created in With the dawn of the democratic
terms of Section 187 of the South African Constitution to government in South Africa in 1994,
strengthen and deepen constitutional democracy in South the South African education system
Africa. The CGE has the power, as regulated by national introduced a significant curriculum reform
CONCEPTUALISATION MAINSTREAMING OF GENDER EQUALITY
legislation, to perform its functions. The Commission on named Curriculum 2005 (C2005), which was Western Cape Department of Teachers’ unions Western Cape Department of Teachers’ unions
Gender Equality Act, Act 39 of 1996 (the CGE Act) charges aimed at overturning the legacy of the apartheid system. Education
Education
the CGE with a mandate to:
A clear understanding exists of A fair understanding exists of the The GFP is housed in the HR
“No longer would the
gender concepts at the district concepts.
department, with gender as an
NAPTOSA has newly established
formal structures for gender
level and with GFPs, but it is
add-on to other responsibilities. mainstreaming. SADTU has a
• promote respect for and the protection, development and
curriculum shape and
unsatisfactory at the provincial
No other structures exist to draft gender policy.
attainment of gender equality;
• investigate gender-related complaints from members of
be shaped by narrow
visions, concerns
office level.
mainstream gender. Gender
equity programmes are
implemented (including GEM and
the public or on its own accord; and
• monitor and evaluate policies and practices of state organs,
state agencies, public bodies and the private sector in order
to promote gender equality and the rights of women.
and identities. No
longer would it
reproduce the limited
interests of any one
GENDER PERSPECTIVES IN LEARNING
AREAS AND MATERIALS DEVELOPMENT
leadership training for women
educators).
GENDER TRAINING
The CGE may:
particular grouping
at the expense of
Western Cape Department of Teachers’ unions
Education
Western Cape Department of Teachers’ unions
Education
• make recommendations regarding the protection and
promotion of equality;
• develop, conduct and manage education and information
programmes to foster public understanding of matters
another. It would
bridge all. Education
and training, content
Gender is included in Life
Orientation. The department
believes that learning materials
have become more gendersensitive
over time due to
There is imited involvement. No accredited training was
received.
Training was done by unions, but
was not accredited.
pertaining to gender equality; and
and skills, values
screening. Officials are not
involved in the overall learning
• evaluate any act of Parliament, systems of personal and/
and knowledge: all
material selection.
or family law, custom and/or customary practices, sys-
would find a place in
tems and indigenous law or any other law.
Curriculum 2005”.
CHALLENGES RECOMMENDATIONS
(DoE, 2000)
Western Cape Department of Teachers’ unions Western Cape Department of Teachers’ unions
The Gender in Education project was conceptualised by the
Education
Education
CGE as a result of its monitoring function to track changes The principles on which C2005 was based explicitly
Lack of evaluation and
The position of GFPs should be in accordance with the National Policy
on gender equity and gender equality in the education sector emphasised non-discrimination, human rights, inclusivity, monitoring tools. Budget
Framework for Gender Equality and Women Empowerment. A gender
since the establishment of the new South African democratic democracy, common citizenship, nationhood and addressing constraints. Gender as an add-on
policy should be developed and an implementation strategy prioritsed.
to other functions.
There should be planning, implementation and monitoring of accredited
state. The project has been subdivided into various phases. the injustices of the past. In introducing C2005, the then
gender training. Collaboration should take place with universities on
However, this report focuses specifically on the phase of the Minister of Education, Dr Sibusiso Bengu, established a
gender training. A gender policy with clearly defined implementation
project that deals with mainstreaming gender into national Gender Equity Task Team (GETT) to make recommendations
education with a specific focus on the General Education and on how gender equity could be achieved.
Training (GET) band.
and monitoring strategies is needed.
Back at the laboratory, the team prepared leaf extracts and tested each one
against selected species of bacteria, mycobacteria and fungi to see whether the
extracts could be used to treat infections. Some extracts have also been tested
for effectiveness against viruses and animal parasites. It is useful to investigate
the safety of extracts, and many extracts have been screened for their inherent
cytotoxicity and mutagenicity. More tests are needed to make sure the plants will
be safe to use and to get a full picture of potential risks that could result from using
these extracts as therapeutic agents.
“We focused on tree leaves, because it is possible to harvest and use leaves
sustainably,” Prof Eloff explains. “When you debark a tree or dig up its roots, the
tree is often damaged or killed, but the leaves can be harvested on an ongoing
basis.” Prof Eloff points out that tree leaves are frequently as active as tree bark,
although, in many cases, bark is used traditionally. “There is no biochemical reason
why you would find compounds in the bark that would not be found in the leaves,”
he adds.
All results were fed into the database that now contains comprehensive information
on the bioactivity of more than half of all South Africa’s indigenous tree species.
They are continuing to follow up the promising leads from the tree database and
identify the best candidate species for further research, in other words, the species
that show most promise as an effective agent to treat or prevent disease.
They have kept dried, powdered samples of the leaves of all the trees included
in the study because, as Prof Eloff points out, “all good research leads to more
research”.
These included a wide-ranging set of issues that could be
The CGE, given its constitutional mandate, holds taken up through the establishment of a Gender Equity Unit
government accountable to the commitments it has made to and gender machinery in national and provincial departments
promote gender equality in terms of policy, legislation and of education (DoE, 1997). In terms of the curriculum and
implementation. It evaluates the effectiveness of gender course content, it recommended that a position paper be
policies and makes recommendations on improvements and drawn up to provide a comprehensive framework for teachers,
changes. In addition, the CGE monitors whether service parents and learners to understand the full meaning of
delivery and policy implementation are geared towards gender equity in the curriculum, and that a working party
addressing gender imbalances. It evaluates the priorities be established to interrogate all aspects of C2005 to ensure
set by government and assesses whether these address the that gender equity issues and attendant problems identified
needs of women and men.
in the report are addressed (GETT Report).
UNIVERSITY OF PRETORIA
RESEARCH REPORT
2009
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GENDER IN EDUCATION 2007
Contents
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37 COMMISSION ON GENDER EQUALITY
UNIVERSITY OF PRETORIA
RESEARCH REPORT
2009
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