Dependence on environmental resources and implications for household welfare: evidence from the Kalahari drylands, South Africa
- Thondhlana, Gladman, Muchapondwa, Edwin
- Authors: Thondhlana, Gladman , Muchapondwa, Edwin
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67810 , vital:29149 , https://doi.org/10.1016/j.ecolecon.2014.10.003
- Description: Publisher version , This paper examines dependence on environmental resources and impacts on household welfare among the indigenous San and Mier rural communities neighbouring Kgalagadi Transfrontier Park in South Africa. Data on the various household income types, including environmental income, were collected through a structured survey of 200 households. Environmental income constituted 20% of the total income. The poorest income quintile showed the highest relative dependence on environmental income (31%), though absolute environmental income increased with total income. Poverty analyses showed that poverty incidence and poverty gap would increase by 13 and 7 percentage points respectively without environmental income. Gini-coefficient analyses revealed that income inequality would increase by 6 percentage points for all households if environmental income was excluded. The results generally suggest that environmental income is important for both the poor and the well-off, and wealth accumulation might be tied to resource use. There is a case for promoting sound environmental management, and sustainable and fair resource use in the Kalahari drylands in order to help pull more households out of poverty. Our findings also point to issues of heterogeneity in resource access even among indigenous communities previously thought to be homogenous. These should be key considerations for conservation interventions.
- Full Text: false
- Authors: Thondhlana, Gladman , Muchapondwa, Edwin
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67810 , vital:29149 , https://doi.org/10.1016/j.ecolecon.2014.10.003
- Description: Publisher version , This paper examines dependence on environmental resources and impacts on household welfare among the indigenous San and Mier rural communities neighbouring Kgalagadi Transfrontier Park in South Africa. Data on the various household income types, including environmental income, were collected through a structured survey of 200 households. Environmental income constituted 20% of the total income. The poorest income quintile showed the highest relative dependence on environmental income (31%), though absolute environmental income increased with total income. Poverty analyses showed that poverty incidence and poverty gap would increase by 13 and 7 percentage points respectively without environmental income. Gini-coefficient analyses revealed that income inequality would increase by 6 percentage points for all households if environmental income was excluded. The results generally suggest that environmental income is important for both the poor and the well-off, and wealth accumulation might be tied to resource use. There is a case for promoting sound environmental management, and sustainable and fair resource use in the Kalahari drylands in order to help pull more households out of poverty. Our findings also point to issues of heterogeneity in resource access even among indigenous communities previously thought to be homogenous. These should be key considerations for conservation interventions.
- Full Text: false
Group work as 'terrains of learning' for students in South African higher education
- Thondhlana, Gladman, Belluigi, Dina Z
- Authors: Thondhlana, Gladman , Belluigi, Dina Z
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67636 , vital:29123 , https://journals.co.za/content/persed/32/4/EJC164258
- Description: Publisher version , A common global perception of group work in the higher education context is that it has the potential to act as a platform which can enable student learning by means of interactions, shared diverse experiences, deep engagement with subject concepts and the achievement of tasks collaboratively. Indeed, in different socio-economic, historical and institutional contexts, group work activities have become levers by which deeper learning could be achieved. Drawing on perceptions and experiences of group work among environmental science students at a South African university, we investigate the ways in which group work could be more expansively viewed as 'terrains of learning' for students. The results in general indicate that students have positive perceptions and experiences of group work, though problematic elements are evident. This particular case study points to the attention that should be paid to understanding issues of background, ethnicity and various student personalities which could hinder or enable the desired student learning. Such an understanding could contribute to debates regarding the achievement of higher quality learning, given issues of diversity and transformation in the South African higher education context.
- Full Text: false
- Authors: Thondhlana, Gladman , Belluigi, Dina Z
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67636 , vital:29123 , https://journals.co.za/content/persed/32/4/EJC164258
- Description: Publisher version , A common global perception of group work in the higher education context is that it has the potential to act as a platform which can enable student learning by means of interactions, shared diverse experiences, deep engagement with subject concepts and the achievement of tasks collaboratively. Indeed, in different socio-economic, historical and institutional contexts, group work activities have become levers by which deeper learning could be achieved. Drawing on perceptions and experiences of group work among environmental science students at a South African university, we investigate the ways in which group work could be more expansively viewed as 'terrains of learning' for students. The results in general indicate that students have positive perceptions and experiences of group work, though problematic elements are evident. This particular case study points to the attention that should be paid to understanding issues of background, ethnicity and various student personalities which could hinder or enable the desired student learning. Such an understanding could contribute to debates regarding the achievement of higher quality learning, given issues of diversity and transformation in the South African higher education context.
- Full Text: false
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