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Short Course Handouts Bundle for the Training of Trainers Course: Introductory course to facilitating social learning and stakeholder engagement in natural resource management contexts

Using Citizen Science to Protect Natural Untreated Drinking Water Sources: Natural Springs in Rural Catchments and B3 Municipalities in the Eastern Cape

  • Authors: Mtati, Nosi , Chetty, Preven , Norman, Yondela , Mvulane, Paulose , Libala, Notiswa , Weaver, Matthew J T , Wolff, Margaret M , Cockburn, Jessica J , Mazibuko, Thembalani
  • Date: 2023
  • Subjects: To be catalogued
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/425732 , vital:72279 , ISBN 978-0-6392-0550-2 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/3097 final.pdf
  • Description: Citizen science is a well-known mechanism used by researchers to col-lect scientific data working together with citizens. It can also be used by interested and concerned citizens (social activists regarding environ-mental threats) to protect natural occurring things like biodiversity, rare species that are threatened extension and much more. It can be a natu-ral occurring process that evolves with time but it can also have some guidelines of how to monitor, collect, analyse and disseminate data. In this project we used participatory action research processes to co-develop tools (co-create being one of the types of citizen science) with local communities, using their knowledge of their area to monitor and protect natural springs. Springs are useful for providing drinking water for people but also for livestock. In rural areas and small towns where service delivery is not reliable, natural occurring water sources become the reliable supply for these communities. Springs also provide ecosys-tem services as they are a keystone ecological infrastructure. These natural water sources can be threatened by pollution, especially that of livestock which is mostly unattended, because they are sometimes shared by people and animals. This poses health risks to the users. This study co-developed the “spring protection and sustainable use” tool/s that can be used to guide communities and local government on how to protect these important water sources. Citizen science also cre-ates opportunities for learning to take place among the participants as well as the researchers involved.
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  • Date Issued: 2023

A Change Project story: learning and caring for South Africa’s rivers

  • Authors: Chetty, Preven
  • Date: 2022
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/391060 , vital:68613 , xlink:href="https://eeasa.org.za/wp-content/uploads/2023/02/Final-EEASA-Bulletin-20212022-Final.pdf"
  • Description: Water quality and scarcity is a major concern in Southern Africa and globally especially as the threat of climate change looms even closer. The current drought in South Africa and worsening rainfall has exposed the brittle nature of this country’s resilience to water shortages. Compounded to this is the fact that most rivers in South Africa are not adequately cared for and are under tremendous strain. Everyone who depends on these rivers whether directly or indirectly will soon be entering a new era where water will no longer be a ubiquitous commodity.
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  • Date Issued: 2022

Engaging within zones of proximal development on Facebook : the case of using Facebook to support learning and mentoring on a NQF Level 5 environmental education, training and development practices learnership

  • Authors: Chetty, Preven
  • Date: 2015
  • Subjects: Social media -- Study and teaching (Higher) -- South Africa , Internet in education , Online social networks , Organizational learning , Employees -- Training of , Group work in education
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:2024 , http://hdl.handle.net/10962/d1017335
  • Description: This study focuses on two roll-outs of a, year-long National Qualification Framework (NQF) level 5, environmental education learnership in South Africa and attempts at enhancing collaborative learning at workplaces using a familiar social networking site called Facebook. This study uses the Facebook group sites created for the workplace course component of the course as one of the means of data collection. Additional interviews and focus groups with learners and administrators on both Environmental Education Training and Development Practices (EETDP) courses also informed the study. The study is located within the context of the rise of the information age, its effects on socio-ecological landscape at large and ways of using social networking sites in order to facilitate scaffolding and meaning making within zones of proximal development for environmental education learnerships. It also looks at the model of apprenticeship and workplace based learning as it is broadly located at the nexus of the SAQA-led academic inquiry into workplace based learning and professional development. It was found that the use of Facebook on the EETDP learnership allowed for collaborative learning to take place between peer to peer interactions as well as between tutors and learners. It was also noted that scaffolding processes requires both technical assistance and strong instructional input from course tutors. One of the most important findings in terms of collaborative learning and engaging within the Zone of Proximal Development (ZPD) was that learners were able to communicate more effectively and freely with both fellow learners and tutors on course after participating on the Facebook group sites. The study offers recommendations on how a social networking platform like Facebook can be utilised effectively for environmental education. The study recommends that scaffolding of workplace based tasks and concepts needs to be better integrated with the course and in both online and offline interactions between learners. It also illustrates how social networking sites can become powerful tools for creating meaning making when combined with course work.
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  • Date Issued: 2015
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