The potential of social learning to upscale the Community Based Water Quality Management (CBWQM) process: A case study of the Mpophomeni and Baynespruit Enviro Champs project
- Authors: Sithole, Nkosingithandile
- Date: 2023-10-13
- Subjects: Community of practice , Social learning , Water quality management South Africa Pietermaritzburg Citizen participation , Citizen science , Water quality South Africa Pietermaritzburg
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/402966 , vital:69910
- Description: Water is an essential component of human survival, with a wide variety of uses such as washing, cooking, drinking and growing food. Covering approximately 70% of the Earth’s surface, water is necessary for all human survival, and is a source of life for plants and animals. Only 0.036% of freshwater can be accessed and utilised by humans, which is not enough to support the rapidly growing population and economic development. This water is further exhausted by pollution caused by sewage leaks, littering, agricultural runoff and industry discharge which deteriorate water quality significantly. To exacerbate these water issues, the major issue of water accessibility is not directly linked to quantity but has been primarily attributed to poor water governance, at a global and local level (in South Africa). Poorly maintained water infrastructure and inadequate cooperative governance have resulted in the establishment of many Community Based Water Quality Management (CBWQM) projects in South Africa, to respond to water quality monitoring and management challenges. The aim of this study was firstly, to investigate how social learning was occurring within two CBWQM Communities of Practice (CoPs) located in KwaZulu-Natal, Pietermaritzburg, namely, the Baynespruit and the Mpophomeni Enviro Champs project (Case Study 1 and 2 respectively), and the potential of social learning to upscale CBWQM. Additionally, it sought to identify the type of support required for the scaling of social learning outcomes in CBWQM communities of practice, along two potential scaling pathways that were identified in a national study on scaling of CBWQM: Scaling Pathway 1(Policy engagement and support) and Scaling Pathway 2 (Capacity building). The research was undertaken as a qualitative case study approach, with data collected through semi-structured interviews, document, and questionnaire analysis to investigate social learning within the two selected case studies. The data was coded and indexed using a thematic analysis technique and an analytical framework as a tool to investigate how social learning was occurring in both case studies and explore the potential required to upscale it. The study found that there is an existing gap between policy and practice with regard to CBWQM support by government structures. Despite South African water policy advocating for public participation in water resource management, there has been limited support from government to support and resource CBWQM projects over a long period of time. To upscale the practice of CBWQM, the study found that capacity building and learning needs to be improved and better supported practically through models such as the 5Ts of learning, and through supporting CBWQM participants’ learning journey to establish learning pathways for them. , Thesis (MEd) -- Faculty of Education, Education, 2023
- Full Text:
- Authors: Sithole, Nkosingithandile
- Date: 2023-10-13
- Subjects: Community of practice , Social learning , Water quality management South Africa Pietermaritzburg Citizen participation , Citizen science , Water quality South Africa Pietermaritzburg
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/402966 , vital:69910
- Description: Water is an essential component of human survival, with a wide variety of uses such as washing, cooking, drinking and growing food. Covering approximately 70% of the Earth’s surface, water is necessary for all human survival, and is a source of life for plants and animals. Only 0.036% of freshwater can be accessed and utilised by humans, which is not enough to support the rapidly growing population and economic development. This water is further exhausted by pollution caused by sewage leaks, littering, agricultural runoff and industry discharge which deteriorate water quality significantly. To exacerbate these water issues, the major issue of water accessibility is not directly linked to quantity but has been primarily attributed to poor water governance, at a global and local level (in South Africa). Poorly maintained water infrastructure and inadequate cooperative governance have resulted in the establishment of many Community Based Water Quality Management (CBWQM) projects in South Africa, to respond to water quality monitoring and management challenges. The aim of this study was firstly, to investigate how social learning was occurring within two CBWQM Communities of Practice (CoPs) located in KwaZulu-Natal, Pietermaritzburg, namely, the Baynespruit and the Mpophomeni Enviro Champs project (Case Study 1 and 2 respectively), and the potential of social learning to upscale CBWQM. Additionally, it sought to identify the type of support required for the scaling of social learning outcomes in CBWQM communities of practice, along two potential scaling pathways that were identified in a national study on scaling of CBWQM: Scaling Pathway 1(Policy engagement and support) and Scaling Pathway 2 (Capacity building). The research was undertaken as a qualitative case study approach, with data collected through semi-structured interviews, document, and questionnaire analysis to investigate social learning within the two selected case studies. The data was coded and indexed using a thematic analysis technique and an analytical framework as a tool to investigate how social learning was occurring in both case studies and explore the potential required to upscale it. The study found that there is an existing gap between policy and practice with regard to CBWQM support by government structures. Despite South African water policy advocating for public participation in water resource management, there has been limited support from government to support and resource CBWQM projects over a long period of time. To upscale the practice of CBWQM, the study found that capacity building and learning needs to be improved and better supported practically through models such as the 5Ts of learning, and through supporting CBWQM participants’ learning journey to establish learning pathways for them. , Thesis (MEd) -- Faculty of Education, Education, 2023
- Full Text:
Using the indigenous technology of making oshikundu to mediate learning of the topic diffusion in Namibia
- Authors: Endjala, Alma Panduleni
- Date: 2023-10-13
- Subjects: Culturally relevant pedagogy Namibia , Diffusion Study and teaching (Secondary) Activity programs Namibia , Ethnoscience Namibia , Pedagogical content knowledge , Social learning , Science teachers Education (Continuing education) , Oshikundu
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419726 , vital:71670
- Description: The Namibian Science curriculum acknowledges that indigenous knowledge (IK) is an important basis for learning science. Among the shared reasons is that it provides learners with access to abstract scientific concepts. As a result, teachers are encouraged to integrate IK into the teaching and learning of science. However, it seems that there are no explicit guidelines on how IK should be integrated into science classrooms. It is against this backdrop that this study sought to explore how the indigenous technology of making oshikundu (a non-alcoholic beverage) can be mobilised by Grade 8 Life Science teachers to mediate learning of diffusion in their classrooms. The study was underpinned by interpretive and indigenous research paradigms. Within these paradigms, a qualitative case study approach was employed. Four Grade 8 Life Science teachers from four different schools in Okahandja town, Otjozondjupa Region, Namibia, participated in this study. Additionally, an expert community member who was knowledgeable about the indigenous technology of making oshikundu was requested to demonstrate how to make it. In this event, the Life Science teachers had to identify the science concepts embedded in the practice. To gather data, this study made use of semi-structured interviews, workshop discussions, observations and journal reflections. Vygotsky’s sociocultural theory was used as a theoretical framework and Mavhunga and Rollnick’s topic-specific pedagogical content knowledge (TSPCK) was used as an analytical framework. The findings of this study revealed that the teachers’ understanding was positively influenced by the integration of IK which certainly assisted them to relate better to the concept of diffusion. This was validated when teachers extracted emerging science concepts from the indigenous technology of making oshikundu. The implication of this study is that expert community member presentations can greatly enhance sense making of science concepts. The study thus recommends that school-based teachers’ continuing professional development in collaboration with expert community members should be carried out to enhance both the teachers’ subject content knowledge and pedagogical content knowledge on IK integration. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Endjala, Alma Panduleni
- Date: 2023-10-13
- Subjects: Culturally relevant pedagogy Namibia , Diffusion Study and teaching (Secondary) Activity programs Namibia , Ethnoscience Namibia , Pedagogical content knowledge , Social learning , Science teachers Education (Continuing education) , Oshikundu
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419726 , vital:71670
- Description: The Namibian Science curriculum acknowledges that indigenous knowledge (IK) is an important basis for learning science. Among the shared reasons is that it provides learners with access to abstract scientific concepts. As a result, teachers are encouraged to integrate IK into the teaching and learning of science. However, it seems that there are no explicit guidelines on how IK should be integrated into science classrooms. It is against this backdrop that this study sought to explore how the indigenous technology of making oshikundu (a non-alcoholic beverage) can be mobilised by Grade 8 Life Science teachers to mediate learning of diffusion in their classrooms. The study was underpinned by interpretive and indigenous research paradigms. Within these paradigms, a qualitative case study approach was employed. Four Grade 8 Life Science teachers from four different schools in Okahandja town, Otjozondjupa Region, Namibia, participated in this study. Additionally, an expert community member who was knowledgeable about the indigenous technology of making oshikundu was requested to demonstrate how to make it. In this event, the Life Science teachers had to identify the science concepts embedded in the practice. To gather data, this study made use of semi-structured interviews, workshop discussions, observations and journal reflections. Vygotsky’s sociocultural theory was used as a theoretical framework and Mavhunga and Rollnick’s topic-specific pedagogical content knowledge (TSPCK) was used as an analytical framework. The findings of this study revealed that the teachers’ understanding was positively influenced by the integration of IK which certainly assisted them to relate better to the concept of diffusion. This was validated when teachers extracted emerging science concepts from the indigenous technology of making oshikundu. The implication of this study is that expert community member presentations can greatly enhance sense making of science concepts. The study thus recommends that school-based teachers’ continuing professional development in collaboration with expert community members should be carried out to enhance both the teachers’ subject content knowledge and pedagogical content knowledge on IK integration. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
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