logo
Microplastics act as ‘rafts', increasing the threat to environmental and public health

Microplastics act as ‘rafts', increasing the threat to environmental and public health

African countries, including South Africa, have limited waste infrastructure and uneven water treatment systems, which exacerbates the problem of antibiotic resistance. Photo: Sustainable Seas Trust
While antimicrobial resistance (AMR) is commonly linked to the overuse of antibiotics in hospitals and animal farming, an environmental contributor is increasingly coming into focus: microplastics.
These small plastic particles, typically less than 5mm in diameter, are increasingly recognised not only as environmental pollutants but also as active vectors in the evolution and dissemination of antimicrobial-resistant bacteria. Although the crisis is unfolding worldwide, low- and middle-income countries are especially vulnerable because of limited infrastructure and inadequate waste management systems.
A perfect storm for AMR
These plastic surfaces create ideal conditions for the formation of microbial communities known as biofilms. Within these clusters, bacteria can exchange genetic material more efficiently, including antimicrobial resistance genes. Moreover, microplastics tend to adsorb antibiotics and heavy metals from their surroundings, increasing the selective pressure that favors resistant bacteria.
As a result, microplastics are transforming natural ecosystems into incubators of resistance. And these resistant bacteria do not remain confined. They can spread through water, air, food, and even within the human body.
A global crisis with local vulnerabilities
According to recent estimates,
One illustrative example is the
Further south, South Africa presents a particularly telling case. Despite being one of the continent's most developed countries, its waste management infrastructure continues to face serious problems. A 2024 study conducted in
Health systems on the front line
The African continent bears a high burden of infectious diseases, many of which are still treated with older, widely available antibiotics. If AMR continues to spread unchecked, the consequences will be severe. This includes not only loss of human life but also increased pressure on already fragile healthcare systems.
Microplastics are complicating efforts to control resistant infections in ways that are not yet fully understood or reflected in current policies. Environmental reservoirs of resistance are rarely included in surveillance systems, and when they are, microplastics are often overlooked as a contributing factor.
Towards sustainable solutions
Addressing this complex and interconnected crisis requires action on multiple fronts. First, it is essential to reduce plastic production and improve waste management, especially in urban areas. Policies such as bans on single-use plastics and incentives for recycling can make a meaningful difference, provided they are properly implemented and enforced.
Second, environmental monitoring systems should begin to include both microplastics and antimicrobial resistance genes as indicators of ecosystem health. This would allow policymakers to detect hotspots and take action before resistance spreads further.
Third, the scientific community must broaden its focus. Although most research on AMR has concentrated on clinical and agricultural settings, the environment must now be recognised as a critical front. This shift requires interdisciplinary collaboration among microbiologists, environmental scientists, engineers, and public health professionals.
Encouragingly, several promising innovations are emerging. Nature-based solutions such as constructed wetlands, which use plants and microorganisms to clean wastewater, have shown potential to reduce both microplastic pollution and the prevalence of antimicrobial resistance genes. These systems are cost-effective, adaptable, and well suited to the needs of many African regions.
The role of public awareness
Perhaps most importantly, we must acknowledge that this is not solely a scientific matter. It is also a social and political issue. People need to be involved in and empowered to reduce plastic consumption, demand improved sanitation, and understand the connections between environmental pollution and human health.
Educational campaigns, particularly those aimed at young people and urban populations, can help shift behaviours and build public momentum for change. Public interest media play a vital role in making these connections visible and accessible to the broader public.
Dr Jose L Balcazar is Senior microbiologist at the Catalan Institute for Water Research (ICRA-CERCA), Spain. His research explores the mechanisms and factors that promote antimicrobial resistance.
Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

Prof Bismark Tyobeka appointed chairperson of Ministerial Expert Panel on Nuclear
Prof Bismark Tyobeka appointed chairperson of Ministerial Expert Panel on Nuclear

Mail & Guardian

time4 hours ago

  • Mail & Guardian

Prof Bismark Tyobeka appointed chairperson of Ministerial Expert Panel on Nuclear

Prof Bismark Tyobeka. In a landmark development for South Africa's energy transition, Prof Bismark Tyobeka, principal and vice-chancellor of the North-West University (NWU) and former CEO of the National Nuclear Regulator, has been appointed both a member and chairperson of the Ministerial Expert Panel on Nuclear. The appointment, announced by the Minister of Electricity and Energy, Dr Kgosientsho Ramokgopa, places Prof Tyobeka at the helm of a body tasked with advising government on the pace, scale and procurement approach for new nuclear capacity. Prof Tyobeka's selection reflects not only his nuclear qualifications, skills and deep regulatory expertise, but also his stature as one of Africa's foremost authorities on nuclear safety and governance. This non-remunerative appointment is for a 12-month term. Minister Ramokgopa noted that in recent months, his ministry has been shaping its strategic objectives in support of the government's Medium-Term Development Plan, with nuclear energy playing a key role in that vision. 'The Ministry will aggressively expand research and development, innovation and partnerships to reassert South Africa's capability and global positioning as a leader in nuclear technology, and use this nuclear expertise to drive industrial development and growth,' he said. The panel will advise the Minister on strategic issues across the entire value chain of nuclear technology development. Of Professor Tyobeka, the Minister remarked: 'I am aware that Professor Tyobeka fulfils a vital role as Principal and Vice-Chancellor of the North-West University, and I am confident that the two roles will complement each other significantly, given the NWU's strong focus on nuclear technology and its contribution to energy security, as well as the broader goals of job creation and localisation within the nuclear sector.' Prof Tyobeka expressed his appreciation for the trust the Minister has placed in him and reaffirmed his commitment to helping steer South Africa's just energy transition. 'According to the Minister, the role of this expert panel extends beyond nuclear energy alone. It is intended to provide comprehensive advice on all nuclear-related matters, including nuclear science, technology and power. This is an exciting opportunity for us to support the Minister in enhancing the country's nuclear capabilities, particularly in advancing the production of medical isotopes at NECSA. Our goal is to reaffirm South Africa's leadership in radiopharmaceuticals, a position we have proudly held for many years. 'Moreover, the panel comprises esteemed experts, both local and international, within the nuclear field. I believe this will bring renewed momentum to restoring South Africa's position as Africa's leading nuclear power. As many are aware, Egypt has recently made substantial progress with its nuclear build programme and is currently constructing four nuclear power stations, each with a capacity of 1 200 megawatts. Once completed, Egypt will become the continent's largest producer of nuclear electricity, a position South Africa has held for more than four decades. 'This appointment – mine and that of my distinguished colleagues – augurs well for the revitalisation of South Africa's nuclear power programme. More than just revival, however, it must also inject urgency and direction into our efforts, while being mindful of the appropriate pace and scale. 'We look forward to working closely with the department's policy developers and implementers. We acknowledge the commendable work already achieved. Our task is to build on that foundation and help take the country's nuclear ambitions to the next level through expert, strategic guidance to Minister Ramokgopa.' • Find attached a voice recording from Prof Tyobeka on his appointment. • Follow the link to the article here:

Excitement, enjoyment and enthusiasm in the inquiry based natural science teacher training course in Butterworth, Eastern Cape
Excitement, enjoyment and enthusiasm in the inquiry based natural science teacher training course in Butterworth, Eastern Cape

Mail & Guardian

timea day ago

  • Mail & Guardian

Excitement, enjoyment and enthusiasm in the inquiry based natural science teacher training course in Butterworth, Eastern Cape

In the first week of July 2025 Advancing Knowledge NPC (AK NPC) continued its inquiry-based science training for natural science teachers with two programmes running parallel, one for intermediate-senior (intersen) phase covering grades 4 to7, and a second for senior phase (grades 8 & 9). The training took place at the modern science laboratories constructed by Prof Shaheed Hartley, Director of AK NPC, at Butterworth district offices of Amathole East Education District. A total of 84 teachers registered for the training that was scheduled for the first week of the mid-year vacation period (1-4 July 2025) meaning attending teachers willingly offered a week of their vacation period to participate in the programme. The training took place in the form of a SACE endorsed short course called Inquiry-Based Science Education (IBSE01) which allowed participating teachers professional development points that would add value when applying for new or promotion posts. According to the GET Head of Amathole East, Mr Sibo Hlalukana, 'we value our training partnership with Prof Hartley and his AK NPC team and the practical and experimental nature of the inquiry-based course is of utmost importance to improve the teaching and learning of natural science at GET (grades 9 and below), but also provides the foundation for STEM subjects at the FET (grades 10-12) level'. ENERGY & CHANGE (PHYSICS) AS A KNOWLEDGE AREA OF NATURAL SCIENCE The experienced Mr Robert Solomon facilitated both intersen (grades 4-7) and senior phase (grades 8 and 9) energy & change sessions for natural science teachers – senior phase took place on Tuesday 1 July and intersen on Thursday 3 July 2025. Both sessions started with simple activities that teachers could use as introduction or ice breakers in their science lessons. Teachers were guided to develop the curriculum content from simple to complex through investigations that used simple devices to illustrate physics concepts, making cells with salt water, using foil as electrodes in simple electric circuits, using pencils to conduct electricity, to using magnetic backing strips to adhere an elementary electric circuit teaching resource on the black board and changing the voltage, resistance and current in the circuit. Senior phase teachers were provided with more complex challenges including the conduction of heat by different colour sheets, simple everyday experiments to demonstrate energy transfer through, conduction, convection and radiation, using multimeters to measure voltage, resistance and current strength and the measuring the strength of forces and application of forces. The inquiry-based approach to elicit critical inquiry skills were incorporated in the presentation as well as the complexity of the questions and the nature of the scientific activities. Teachers were clearly enjoying their participation and were involved in all the activities as could be witnessed by constructive loud interactions between themselves as well as with the facilitators and interns. One of the teachers exclaimed to the facilitator at the end of the session that 'we need more of these kind of practical sessions where can use what we have experienced here today directly into our science lessons'. LIFE & LIVING (LIFE SCIENCES) AS A KNOWLEDGE AREA OF NATURAL SCIENCE The intersen life & living session was conducted by Dawn Faroe on Wednesday 2 July and the senior phase by Fadli Wagiet on Thursday 3 July – both are experienced facilitators of life sciences. The key part of the presentations was to demonstrate to teachers how inquiry-based approach in science lessons could be applied to the curriculum content. The presentations made use everyday products and resources to highlight the practical and experimental aspects of the curriculum and to illustrate science concepts, processes and critical skills through an inquiry lens. Teachers were guided in a hands-on format to allow them the experience of conducting the practical work themselves – and to be able to translate this to their own natural science lessons. The varied activities that intersen teachers interacted with included illustrations of habitats, human skeletons, food tests, starch testing in leaves, microscopy, chromatography on leaves, etc. The senior phase teachers were guided from taking leaves from trees outside the lab to extracting chlorophyll and testing for carbohydrates like starch in the leaves. The tests were then extended to various fruit and food products. The biggest interest were drawn by actual sheep lungs, trachea and heart and participants were asked to blow through the trachea to witness the expansion of the lungs. The explanation of the workings of internal organs were made real in this way. They were also provided an opportunity to develop models of the organs to explain the functioning of these organs. One intersen teacher said: 'I enjoyed working with the microscope and how to prepare slides using plant tissue. I will now be able to use the microscope at school'. A group of senior phase teachers agreed that the workshop certainly added value to their everyday teaching since they can use the hands-on examples in their life sciences lessons. 'Practical work has just been given a new meaning' said one teacher in the group. MATTER & MATERIALS (CHEMISTRY) AS A KNOWLEDGE AREA OF NATURAL SCIENCE The matter & materials (chemistry) sessions were facilitated Ms Zaiboen Ahmed (intersen group) on Tuesday 2 July 2025 and Prof Shaheed Hartley (senior phase group) on Wednesday 3 July 2025. The large group of intersen teachers were very loud and excited as they participated in the science activities that highlighted important practical aspects of the matter and materials knowledge area of natural science. The science inquiry activities in which intersen teachers participated included simulated science experiments to explain issues around dependent, independent and constant variables. Teachers delved into inquiry-based hands-on activities in chromatography, compressibility of matter, acid-base reactions and testing the strength of materials. One teacher remarked 'The use of everyday substances to illustrate the practical part of the chemistry was important for me and will definitely help me in my lesson preparation for chemistry in natural science. Once our learners get involved in the lessons by doing these activities themselves, it would make them feel part of the class. It would improve learning and interest in natural science'. In the senior phase session, Prof Hartley explained the importance of evidence in a scientific process of data collection by giving teachers a problem to analyse and challenging them to use the steps of the scientific method to evaluate and challenge their original hypothesis. Teachers were quite excited by the hands-on activities conducted during the course and actively participated in all the investigations and experiments. The course took teachers through and understanding of matter, elements, the periodic table, molecules, compounds, mixtures, chemical reactions and equations, and the inquiry-based presentation of the chemistry content. Teachers were actively involved in identifying, differentiating and distinguishing various chemistry concepts and debating issues such as the scientific method, the importance of context and content, molecules and compounds, density and buoyancy, etc. He demonstrated the practical skills in the preparation of gases, like oxygen, hydrogen and carbon dioxide which are important for learners to understand when moving to physical science in the FET phase. Teachers were literally taken by hand in the preparation of these gases. Teachers were very excited and appreciative of the practical chemistry session and expressed their appreciation for this process with comments like 'this is a workshop that literally assist us at every point of the experimental and practical activities, and guides our hands on how to do the practical demonstrations as well as those activities with which learners could actively get involved.' PLANET EARTH & BEYOND (ASTRONOMY) AS A KNOWLEDGE AREA OF NATURAL SCIENCE Doctoral student in astronomy Mr Andrew Firth, facilitated the senior phase and Mark Ogilvie worked with the intersen group in parallel, on Wednesday 2 July 2025. Advancing Knowledge NPC staff loaded the latest software for astronomy on teachers' laptop computers and memory cards. The intersen group were given practical explanations of the position of the Earth in the solar system, galaxy, and universe, the phases of the moon, the exploration of Mars and the construction of Mars rovers, the process of the formation of sedimentary rocks and fossils, creating a plaster of paris trace fossil and the fossilization process, balloon rockets and other homemade rockets, exploring the basics of rocket propulsion. One group of teachers expressed that 'we appreciate the activities that we can take back to our classes so that our learners participate in the lessons and not be bored by theoretical lessons'. Andrew took the senior phase teachers on a journey from earth to the other planets in our solar system, from our milky way to other galaxies. Teachers were challenged on their basic understanding of astronomy, the changes from day to night, how the moon influences tides, and what happens during eclipses. NASA programmes and software packages like Stellarium (program for viewing stars, constellations and folklore) and Celestria (viewing planets, comparing planets and individual planets, moons, etc.) were loaded on teachers' lap top computers and guided how to use these programs as part of their teaching resources to make lessons more interesting for their learners. Teachers in one group indicated that 'we never attended courses in astronomy as part of our education studies and we were basically left on our own devices to set up lessons with our limited knowledge and resources available. It was good to have someone with an understanding of astronomy to direct questions at and be given answers.' EVALUATION OF THE COURSE The following are excerpts from teachers' responses in their evaluation of the course: InterSen teachers (grades 4-7) The training was very powerful from day 1 to the last day. I will be able to translate the skills in my classroom and use resources that are available for me to get. I am willing to buy them if the school has not. The tasks we have been doing at school needed more practical work so we will be more hands-on practical work than theory. My practical knowledge and skills have improved and I will be more confident now in executing experiments in class. I have learned a lot. It was informative and covered the relevant topics. To know the different parts of a microscope and how to use a microscope to see the nucleus of a plant was important to me. As a new teacher to natural science, the course added more value. At least now I understand that I can also use resources that are readily available. For example in energy and change I can use a salt solution and foil to make a battery. Senior Phase teachers (grades 8 and 9) This course challenged me as it was the practical part that added the most value because at school now I can find alternative ways of practical teaching. As a new teacher to natural science, I learned a lot in this course. From the first minute till the end. The only problem for me was the time, it went really quickly. Yes, the course developed my level of understanding to a point but want to learn more and more about natural science. The love of science increased for me from a low point to a very high point. This course definitely improved my content knowledge, because it was from a practical point or inquiry point and that excites me and I saw the parts I lack. The course improved my content knowledge but also because of the training I will be able to prepare practicals and experiments with my learners. Teachers receive Inquiry-Based Science Education (IBSE01) certificates at the end of this SACE-endorsed course. You are welcome to contact Prof Shaheed Hartley (

Microplastics act as ‘rafts', increasing the threat to environmental and public health
Microplastics act as ‘rafts', increasing the threat to environmental and public health

Mail & Guardian

timea day ago

  • Mail & Guardian

Microplastics act as ‘rafts', increasing the threat to environmental and public health

African countries, including South Africa, have limited waste infrastructure and uneven water treatment systems, which exacerbates the problem of antibiotic resistance. Photo: Sustainable Seas Trust While antimicrobial resistance (AMR) is commonly linked to the overuse of antibiotics in hospitals and animal farming, an environmental contributor is increasingly coming into focus: microplastics. These small plastic particles, typically less than 5mm in diameter, are increasingly recognised not only as environmental pollutants but also as active vectors in the evolution and dissemination of antimicrobial-resistant bacteria. Although the crisis is unfolding worldwide, low- and middle-income countries are especially vulnerable because of limited infrastructure and inadequate waste management systems. A perfect storm for AMR These plastic surfaces create ideal conditions for the formation of microbial communities known as biofilms. Within these clusters, bacteria can exchange genetic material more efficiently, including antimicrobial resistance genes. Moreover, microplastics tend to adsorb antibiotics and heavy metals from their surroundings, increasing the selective pressure that favors resistant bacteria. As a result, microplastics are transforming natural ecosystems into incubators of resistance. And these resistant bacteria do not remain confined. They can spread through water, air, food, and even within the human body. A global crisis with local vulnerabilities According to recent estimates, One illustrative example is the Further south, South Africa presents a particularly telling case. Despite being one of the continent's most developed countries, its waste management infrastructure continues to face serious problems. A 2024 study conducted in Health systems on the front line The African continent bears a high burden of infectious diseases, many of which are still treated with older, widely available antibiotics. If AMR continues to spread unchecked, the consequences will be severe. This includes not only loss of human life but also increased pressure on already fragile healthcare systems. Microplastics are complicating efforts to control resistant infections in ways that are not yet fully understood or reflected in current policies. Environmental reservoirs of resistance are rarely included in surveillance systems, and when they are, microplastics are often overlooked as a contributing factor. Towards sustainable solutions Addressing this complex and interconnected crisis requires action on multiple fronts. First, it is essential to reduce plastic production and improve waste management, especially in urban areas. Policies such as bans on single-use plastics and incentives for recycling can make a meaningful difference, provided they are properly implemented and enforced. Second, environmental monitoring systems should begin to include both microplastics and antimicrobial resistance genes as indicators of ecosystem health. This would allow policymakers to detect hotspots and take action before resistance spreads further. Third, the scientific community must broaden its focus. Although most research on AMR has concentrated on clinical and agricultural settings, the environment must now be recognised as a critical front. This shift requires interdisciplinary collaboration among microbiologists, environmental scientists, engineers, and public health professionals. Encouragingly, several promising innovations are emerging. Nature-based solutions such as constructed wetlands, which use plants and microorganisms to clean wastewater, have shown potential to reduce both microplastic pollution and the prevalence of antimicrobial resistance genes. These systems are cost-effective, adaptable, and well suited to the needs of many African regions. The role of public awareness Perhaps most importantly, we must acknowledge that this is not solely a scientific matter. It is also a social and political issue. People need to be involved in and empowered to reduce plastic consumption, demand improved sanitation, and understand the connections between environmental pollution and human health. Educational campaigns, particularly those aimed at young people and urban populations, can help shift behaviours and build public momentum for change. Public interest media play a vital role in making these connections visible and accessible to the broader public. Dr Jose L Balcazar is Senior microbiologist at the Catalan Institute for Water Research (ICRA-CERCA), Spain. His research explores the mechanisms and factors that promote antimicrobial resistance.

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into a world of global content with local flavor? Download Daily8 app today from your preferred app store and start exploring.
app-storeplay-store