A study of perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia
- Tshikesho, Desiderius Raimund
- Authors: Tshikesho, Desiderius Raimund
- Date: 1996
- Subjects: Desertification Desertification -- Namibia Desertification -- Economic aspects -- Namibia Environmental education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1779 , http://hdl.handle.net/10962/d1003664
- Description: This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. Data collection was based on semi-structured interviews with the regional governors, councillors and chief headmen from the four northern regions. A qualitative approach was adopted for the research and findings are essentially descriptive and qualitative. It is anticipated that the study will make an important contribution to the current debate on desertification in Namibia, specifically with regard to the perceptions, knowledge and understanding of desertification and its causes among the decision makers in northern Namibia.
- Full Text:
- Date Issued: 1996
- Authors: Tshikesho, Desiderius Raimund
- Date: 1996
- Subjects: Desertification Desertification -- Namibia Desertification -- Economic aspects -- Namibia Environmental education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1779 , http://hdl.handle.net/10962/d1003664
- Description: This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. Data collection was based on semi-structured interviews with the regional governors, councillors and chief headmen from the four northern regions. A qualitative approach was adopted for the research and findings are essentially descriptive and qualitative. It is anticipated that the study will make an important contribution to the current debate on desertification in Namibia, specifically with regard to the perceptions, knowledge and understanding of desertification and its causes among the decision makers in northern Namibia.
- Full Text:
- Date Issued: 1996
An investigation into the development, principles and practice of environmental interpretation in South Africa: a case study of the National Parks Board
- Authors: Milne, Ian Bertram
- Date: 1996
- Subjects: National parks and reserves -- South Africa Environmental education -- South Africa National parks and reserves -- Interpretive programs Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1604 , http://hdl.handle.net/10962/d1003486
- Description: This study looks firstly at the historical background to conservation, particularly in the South African National Parks Board, and relates this to developments in interpretation in the National Parks. These are evaluated against international norms as they appear in the current literature. The aim is to establish a platform upon which future developments in interpretation may be built, avoiding the mistakes of the past, while capitalising on the strong points. Current views of what interpretation is, and what it should be, are reviewed. Knowing who the audience is, in terms of cultural background, education, needs and interests, as well as sound planning, clear objectives and ongoing evaluation of interpretive programmes, emerge as essential prerequisites for effective interpretation. Through reviewing the development and current status of interpretation in the National Parks, the study finds that although the view has been expressed by management, both past and present, that interpretation in the national parks is of great importance, the past and current status of interpretation does not reflect that view. Generally, interpretation appears to be regarded as a non-essential service. This report argues that environmental interpretation should be given a higher status in the National Parks Board and that it should form an important part of the conservation strategy and management plan for the national parks. The researcher contends that a greater investment in interpretation could lead to a decrease in the need for further, increased investment in law enforcement in the parks. The researcher is also of the opinion that interpretation aimed at all levels of personnel of the National Parks Board is at least as important as interpretation aimed at visitors.
- Full Text:
- Date Issued: 1996
- Authors: Milne, Ian Bertram
- Date: 1996
- Subjects: National parks and reserves -- South Africa Environmental education -- South Africa National parks and reserves -- Interpretive programs Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1604 , http://hdl.handle.net/10962/d1003486
- Description: This study looks firstly at the historical background to conservation, particularly in the South African National Parks Board, and relates this to developments in interpretation in the National Parks. These are evaluated against international norms as they appear in the current literature. The aim is to establish a platform upon which future developments in interpretation may be built, avoiding the mistakes of the past, while capitalising on the strong points. Current views of what interpretation is, and what it should be, are reviewed. Knowing who the audience is, in terms of cultural background, education, needs and interests, as well as sound planning, clear objectives and ongoing evaluation of interpretive programmes, emerge as essential prerequisites for effective interpretation. Through reviewing the development and current status of interpretation in the National Parks, the study finds that although the view has been expressed by management, both past and present, that interpretation in the national parks is of great importance, the past and current status of interpretation does not reflect that view. Generally, interpretation appears to be regarded as a non-essential service. This report argues that environmental interpretation should be given a higher status in the National Parks Board and that it should form an important part of the conservation strategy and management plan for the national parks. The researcher contends that a greater investment in interpretation could lead to a decrease in the need for further, increased investment in law enforcement in the parks. The researcher is also of the opinion that interpretation aimed at all levels of personnel of the National Parks Board is at least as important as interpretation aimed at visitors.
- Full Text:
- Date Issued: 1996
An investigation into the use of a nature reserve as a cross-curricular teaching resource
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
Teaching the principles of ecology in the urban environment: an investigation into the development of resource materials
- Authors: Wagiet, Mogamat Fadli
- Date: 1996
- Subjects: Environmental education -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1799 , http://hdl.handle.net/10962/d1003684
- Description: The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.
- Full Text:
- Date Issued: 1996
- Authors: Wagiet, Mogamat Fadli
- Date: 1996
- Subjects: Environmental education -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1799 , http://hdl.handle.net/10962/d1003684
- Description: The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.
- Full Text:
- Date Issued: 1996
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