Carnivore intra-guild competition in Selati Game Reserve, Limpopo Province, South Africa
- Authors: Comley, Jessica
- Date: 2020
- Subjects: Hyenas -- Behavior -- South Africa , Hyenas -- South Africa , Hyenas -- Ecology -- South Africa , Top predators -- South Africa , Top predators -- Ecology -- South Africa , Animal communities -- South Africa , Animal behavior -- South Africa , Mutualism (Biology) -- South Africa , Coexistence of species -- South Africa , Game farms -- South Africa , Selati Game Reserve (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/115558 , vital:34163
- Description: Carnivore intra-guild interactions can be important drivers of carnivore community composition and ecosystem functioning. Large carnivores are particularly important since they occupy the highest trophic levels and can exert extensive influences on subordinate carnivores and prey species. Given Africa’s rapidly expanding human population, enclosed reserves such as those found in South Africa, may become increasingly important for carnivore conservation. A major concern, however, is that the interactions and co-existence of multiple carnivores in these systems is poorly understood. Additionally, the majority of reserves in South Africa are small ( 400km²), potentially increasing the likelihood of competition. My research aimed to provide insight into the interactions and co-existence of a multi-carnivore community within a small, enclosed reserve in South Africa (Selati Game Reserve). I tackled this task by using a combination of field techniques including camera trap surveys, ungulate transect surveys, aerial count surveys, location data collected from collared large carnivores and scat and kill site analyses. I found that carnivore-carnivore interactions, and their associated impacts, varied within the carnivore guild and that co-existence may be due to trade-offs between various risks (i.e. interference and exploitative competition) and benefits (i.e. resources such as food and space). My findings also revealed that large carnivores, such as lions (Panthera leo), spotted hyaenas (Crocuta crocuta) and leopards (Panthera pardus) do not have homogenous effects and that site-specific research on multiple-carnivores is integral for conserving biodiversity and ecosystem dynamics. Lions were the dominant large carnivore (in terms of intra-guild predation, space use and resource use) despite being outnumbered seven to one by spotted hyaenas. Leopard occupancy was negatively influenced by lions and leopard diet overlapped almost completely (91%) with spotted hyaenas, suggesting increased kleptoparasitism of leopard kills by spotted hyaenas. While my study provides valuable insight into the complexity of carnivore intra-guild competition in a small, enclosed reserve it also highlights major research gaps and emphasises the need for ecosystem-based research throughout southern Africa to fully understand how multiple sympatric carnivores co-exist in these systems.
- Full Text:
- Date Issued: 2020
- Authors: Comley, Jessica
- Date: 2020
- Subjects: Hyenas -- Behavior -- South Africa , Hyenas -- South Africa , Hyenas -- Ecology -- South Africa , Top predators -- South Africa , Top predators -- Ecology -- South Africa , Animal communities -- South Africa , Animal behavior -- South Africa , Mutualism (Biology) -- South Africa , Coexistence of species -- South Africa , Game farms -- South Africa , Selati Game Reserve (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/115558 , vital:34163
- Description: Carnivore intra-guild interactions can be important drivers of carnivore community composition and ecosystem functioning. Large carnivores are particularly important since they occupy the highest trophic levels and can exert extensive influences on subordinate carnivores and prey species. Given Africa’s rapidly expanding human population, enclosed reserves such as those found in South Africa, may become increasingly important for carnivore conservation. A major concern, however, is that the interactions and co-existence of multiple carnivores in these systems is poorly understood. Additionally, the majority of reserves in South Africa are small ( 400km²), potentially increasing the likelihood of competition. My research aimed to provide insight into the interactions and co-existence of a multi-carnivore community within a small, enclosed reserve in South Africa (Selati Game Reserve). I tackled this task by using a combination of field techniques including camera trap surveys, ungulate transect surveys, aerial count surveys, location data collected from collared large carnivores and scat and kill site analyses. I found that carnivore-carnivore interactions, and their associated impacts, varied within the carnivore guild and that co-existence may be due to trade-offs between various risks (i.e. interference and exploitative competition) and benefits (i.e. resources such as food and space). My findings also revealed that large carnivores, such as lions (Panthera leo), spotted hyaenas (Crocuta crocuta) and leopards (Panthera pardus) do not have homogenous effects and that site-specific research on multiple-carnivores is integral for conserving biodiversity and ecosystem dynamics. Lions were the dominant large carnivore (in terms of intra-guild predation, space use and resource use) despite being outnumbered seven to one by spotted hyaenas. Leopard occupancy was negatively influenced by lions and leopard diet overlapped almost completely (91%) with spotted hyaenas, suggesting increased kleptoparasitism of leopard kills by spotted hyaenas. While my study provides valuable insight into the complexity of carnivore intra-guild competition in a small, enclosed reserve it also highlights major research gaps and emphasises the need for ecosystem-based research throughout southern Africa to fully understand how multiple sympatric carnivores co-exist in these systems.
- Full Text:
- Date Issued: 2020
Conceptualising community radio: from global histories to the Kenyan example
- Authors: Korir, Geoffrey Kiplimo
- Date: 2020
- Subjects: Community radio , Community radio -- Kenya , Community development -- Kenya , Social change -- Kenya , Radio broadcasting -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/165766 , vital:41279
- Description: This study sets out to gain insight into the way that the establishment of community radio in Kenya is located within the global history of ideas about such radio. The first four chapters in this study provide terms of reference for this examination through a series of literature reviews. It sets out, firstly, to locate the internationally shared conceptualisaiton of community radio within an existing spectrum of approaches to social analysis. It proposes that community radio can be located at the critical, emancipatory end of this spectrum. It then maps out the global circulation of ideas about community radio and proposes that such circulation was informed by the broader history of critical, emancipatory social analysis. The final literature review then deals with community radio in Kenya and examines the way in which the establishment of this sector was shaped by the social and political history of this country. It is argued that the establishment of a community radio sector became possible only when support for emancipatory approaches to media became acceptable in Kenya, in context of the establishment of multiparty democracy. It is proposed, further, that the articulation of a vision for community radio in Kenya depended in part on the existence of international support for such radio and in part on the efforts of local actors in civil society. The empirical component then focuses on the way global ideas about community radio have become realised in Kenya. The study achieves this purpose by drawing on qualitative interviews with individuals from within civil society who have participated in the history of the establishment and growth of community radio in Kenya. These individuals demonstrate consciousness of the internationally shared set of principles that can facilitate a successful establishment of community radio. However, they are also sceptical of the assumption that guidelines for community radio are universally applicable. They point, in particular, to the challenges involved in the realisation of these guidelines in an environment in which economic resources are limited, and which is characterised by extreme social inequality and conflict. The study concludes that it is individuals such as these participants, who are embedded within the local context, who are best placed to articulate locally appropriate alternatives to these guidelines.
- Full Text:
- Date Issued: 2020
- Authors: Korir, Geoffrey Kiplimo
- Date: 2020
- Subjects: Community radio , Community radio -- Kenya , Community development -- Kenya , Social change -- Kenya , Radio broadcasting -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/165766 , vital:41279
- Description: This study sets out to gain insight into the way that the establishment of community radio in Kenya is located within the global history of ideas about such radio. The first four chapters in this study provide terms of reference for this examination through a series of literature reviews. It sets out, firstly, to locate the internationally shared conceptualisaiton of community radio within an existing spectrum of approaches to social analysis. It proposes that community radio can be located at the critical, emancipatory end of this spectrum. It then maps out the global circulation of ideas about community radio and proposes that such circulation was informed by the broader history of critical, emancipatory social analysis. The final literature review then deals with community radio in Kenya and examines the way in which the establishment of this sector was shaped by the social and political history of this country. It is argued that the establishment of a community radio sector became possible only when support for emancipatory approaches to media became acceptable in Kenya, in context of the establishment of multiparty democracy. It is proposed, further, that the articulation of a vision for community radio in Kenya depended in part on the existence of international support for such radio and in part on the efforts of local actors in civil society. The empirical component then focuses on the way global ideas about community radio have become realised in Kenya. The study achieves this purpose by drawing on qualitative interviews with individuals from within civil society who have participated in the history of the establishment and growth of community radio in Kenya. These individuals demonstrate consciousness of the internationally shared set of principles that can facilitate a successful establishment of community radio. However, they are also sceptical of the assumption that guidelines for community radio are universally applicable. They point, in particular, to the challenges involved in the realisation of these guidelines in an environment in which economic resources are limited, and which is characterised by extreme social inequality and conflict. The study concludes that it is individuals such as these participants, who are embedded within the local context, who are best placed to articulate locally appropriate alternatives to these guidelines.
- Full Text:
- Date Issued: 2020
The archival turn: rereading the Guy Butler Collection in the National English Literary Museum
- Authors: Wyrill, Beth
- Date: 2020
- Subjects: National English Literary Museum (South Africa) , Butler, Guy, 1918-2001 , Archives -- South Africa , Archives -- Philosophy , Memory (Philosophy)
- Language: English
- Type: Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/145746 , vital:38463
- Description: This thesis takes as its theoretical springboard the ‘archival turn’ in South African historical studies, a moment that arguably reached its culmination in 2002 with the publication of Refiguring the Archive. The archival turn posits that, rather than using it as an unproblematic source of original material, scholars might begin to investigate the archive itself, including its processes of construction and organisation. This theoretical model also proposes that the archive might reflect the cultural beliefs and epistemologies common to the era in which it was set up. It seems that the time is ripe for a reconsideration of the insights gleaned from this academic moment in South Africa, given the recent contestation over the meanings of history and our cultural markers of heritage in the public domain, largely grouped under the term ‘Fallism.’ As such, a fresh look at South African museums, which in this country are often rooted in colonial practices of knowledge production, seems apt. This work uses the case of Guy Butler, founder of many South African English cultural institutes and arts bodies, as a conduit and lens for thinking through these problematics. One of Butler’s institutional ‘offspring,’ born from his overarching work on behalf of the English cultural and literary cause in South Africa in the twentieth century, is the National English Literary Museum (NELM). Investigating the founding context and practices of NELM is a useful way of exploring the impact of Butler’s life’s work on literary heritage in South Africa. Issues such as the way in which NELM and Grahamstown continue to signify as loci of thought and practice in the contemporary South African literary landscape will be addressed. The study draws extensively on the Butler collection at NELM, and spends much time investigating Butler’s positioning in a South African literary historical context in the twentieth century, to better understand the forces at work during the time of NELM’s coming-into-being. Derrida’s seminal work on the function of archives, in Archive Fever, is mined for a theoretical basis for the study, as is Deleuze and Guattari’s thought on how bodies (taking the NELM institution here to represent a ‘body’) form, change, and interact, explicated in the work A Thousand Plateaus. The study offers some insights into how the NELM archive was formed, and which forces continue to shape its work in the South African spheres of English literature and heritage.
- Full Text:
- Date Issued: 2020
- Authors: Wyrill, Beth
- Date: 2020
- Subjects: National English Literary Museum (South Africa) , Butler, Guy, 1918-2001 , Archives -- South Africa , Archives -- Philosophy , Memory (Philosophy)
- Language: English
- Type: Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10962/145746 , vital:38463
- Description: This thesis takes as its theoretical springboard the ‘archival turn’ in South African historical studies, a moment that arguably reached its culmination in 2002 with the publication of Refiguring the Archive. The archival turn posits that, rather than using it as an unproblematic source of original material, scholars might begin to investigate the archive itself, including its processes of construction and organisation. This theoretical model also proposes that the archive might reflect the cultural beliefs and epistemologies common to the era in which it was set up. It seems that the time is ripe for a reconsideration of the insights gleaned from this academic moment in South Africa, given the recent contestation over the meanings of history and our cultural markers of heritage in the public domain, largely grouped under the term ‘Fallism.’ As such, a fresh look at South African museums, which in this country are often rooted in colonial practices of knowledge production, seems apt. This work uses the case of Guy Butler, founder of many South African English cultural institutes and arts bodies, as a conduit and lens for thinking through these problematics. One of Butler’s institutional ‘offspring,’ born from his overarching work on behalf of the English cultural and literary cause in South Africa in the twentieth century, is the National English Literary Museum (NELM). Investigating the founding context and practices of NELM is a useful way of exploring the impact of Butler’s life’s work on literary heritage in South Africa. Issues such as the way in which NELM and Grahamstown continue to signify as loci of thought and practice in the contemporary South African literary landscape will be addressed. The study draws extensively on the Butler collection at NELM, and spends much time investigating Butler’s positioning in a South African literary historical context in the twentieth century, to better understand the forces at work during the time of NELM’s coming-into-being. Derrida’s seminal work on the function of archives, in Archive Fever, is mined for a theoretical basis for the study, as is Deleuze and Guattari’s thought on how bodies (taking the NELM institution here to represent a ‘body’) form, change, and interact, explicated in the work A Thousand Plateaus. The study offers some insights into how the NELM archive was formed, and which forces continue to shape its work in the South African spheres of English literature and heritage.
- Full Text:
- Date Issued: 2020
An analysis of the implementation of the Teaching Development Grant in the South African Higher Education Sector
- Authors: Moyo, Mtheto Temwa
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa , Government aid to higher education -- South Africa , Education, Higher -- South Africa -- Evaluation , Education, Higher -- Social aspects -- South Africa , Educational leadership -- South Africa , Educational equalization -- South Africa , Education, Higher -- Economic aspects -- South Africa , Teaching Development Grant (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62225 , vital:28141
- Description: The South African government has attempted to address various transformation and efficiency challenges in the system through the steering mechanisms at its disposal. This study analyses the implementation of one of these mechanisms, the Teaching Development Grant (TDG), which is designed to enhance student learning through the improvement of teaching and teaching resources at South African universities. Since the inception as an earmarked grant ten years ago, a total of R5.5 billion has been allocated for the TDG. The study thus sought to answer the question: What are the factors enabling and constraining the use of the TDG to enhance teaching and student success at South African universities? A total of 275 TDG progress reports and budget plans were analysed alongside other TDG documentation such as TDG payment letters to universities and institutional submissions that universities made on the use of the TDG for the 2008 TDG Review. The TDG criteria and policy over the years were also included as data. The analysis used Archer’s (1995; 1996) morphogenesis/stasis framework, which is concerned with how change does or does not happen over time. Archer’s analytical dualism was used to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of and practices associated with TDGs in order to make sense of the events and experiences in the data. One of the main findings of the study was that the historically-based differentiated nature of the South African higher education landscape constrained the implementation of the TDG. The stark resource differences in the sector has meant that the TDG has not fully translated into system-wide gains. In the initial years of TDG implementation from 2004 to 2013, most institutions did not use the TDG for teaching development initiatives per se, but rather spent the bulk of the funds on infrastructure and equipment. Such resource gaps have persisted and continue to compromise the academic enterprise at affected universities. The data also showed that universities which have access to additional funding other than state funding have been able to augment and advance their own funds and were thus able to at least partially counter late payments of the TDG, fluctuations in allocations, and the short-term nature of TDG budgets and inadequate allocations. This enabled relatively straightforward implementation of the teaching and learning enhancement programmes at these universities, while there were ongoing implementation difficulties at the universities with the lowest success rates, the very institutions the grant was most targeted to address. The study showed that the shortage of appropriate teaching and learning staff constrained the nature and type of interventions. Historically Disadvantaged Institutions in particular struggled to attract and retain the much-needed expertise. This emerged from multiple structural constraints such as geographical location, conditions of work, inefficient human resources systems, lack of access to financial resources for competitive packages, and instability in governance and management structures at some universities. Emerging from the data in the study is the fact that staffing challenges remain one of the core constraints in the implementation of the TDG. In particular, the data indicated that teaching and learning staff hired on the basis of TDG funds were generally hired as part-time or contract staff. This meant that their academic qualifications and experience in teaching development were limited and, in many cases, it meant that the posts were not filled at all. In some cases, the fluctuating budgets meant that some projects had to be downscaled or abandoned altogether. The study found that many of the interventions that were implemented had tenuous links to teaching and learning and, even where there were such links, these interventions were often based on fairly a-theoretical, common-sense understandings of what would develop teaching. In many universities, there was little evidence of institution-level planning of interventions aimed at fundamentally addressing the need for teaching development. The limited access to teaching and learning expertise across the sector was mirrored in the uneven distribution of expertise in administration, financial management, institutional planning and human resource divisions, which had implications for the establishment of monitoring systems and implementation processes of the TDG. The lack of strong systems and policies encouraged cultures that did not value transparency, accountability or compliance to the TDG policy. The role of corporate agency in the form of leadership and ownership of projects emerged as a key enabler in the implementation of the TDG. All of these structures shaped the ability of institutions to spend the TDG and in some cases millions of Rands in funds were not spent and so were withheld. The study found that the inability of some universities to spend was exacerbated by the problem of a lack of alignment between the DHET financial year and the academic year. Although the TDG has made a notable contribution to the advancement of teaching and learning (T&L) nationally, this study revealed that the blunt implementation of the TDG across the sector constrained the gains. In particular, the practice of withholding unspent funds focused only on the symptoms of underspending and not on the structural, cultural and agential mechanisms that led to such under-expenditure. The withheld funds were redirected by the government for national projects but as all universities including the well-resourced Historically Advantaged Institutions (HAIs) had access to these withheld funds this translated into a regressive distribution of the TDG. Limited capacity within DHET to direct, manage and monitor the grants has also had a constraining effect on their use and the secondment of a teaching and learning expert to the department was seen to be a significant but short-term enablement in this regard. The findings of how the TDG implementation has emerged in the South African higher education sector are particularly important at this point in time as the TDG together with the Research Development Grant will be reconfigured into a new grant called the University Capacity Development Grant as from 2018. This study provides significant insights into the structural, cultural, and agential enablements and constraints of this new grant being able to drive changes in the sector. The findings also provide insights into the implementation of other earmarked grants. , Boma la South Africa layesera kuthetsa mavuto omwe amadza posintha ndi kulongosola zinthu kudzera mu njira zosiyanasiyana. Kafukufukuyu akuunikira imodzi mwa njirazi yotchedwa Teaching Development Grant (TDG) yomwe inakonzedwa polimbikitsa maphunziro kudzera mukagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira za makono m’sukulu za ukachenjede ku South Africa. Ndalama zapafupifupi R5.5 billion ndi zomwe zaperekedwa kuti zigwiritsidwe nchito mu ndondomekoyi kuchokera pa nthawi yomwe inakhazikitsidwa; zaka khumi zapitazo. Kafukufukuyu anayesera kuyankha funso loti: Ndi zinthu ziti zomwe zimalimbikitsa kapena kubwezeretsa m’mbuyo kagwiritsidwe ntchito ka (TDG) polimbikitsa kuchita bwino kwa aphunzitsi ndi ophunzira m’sukulu za ukachenjede? Zikalata zosonyeza makhonzedwe a ophunzira, ndondomeko za kayendetseredwe ka chuma, zikalata za malipiridwe ndi zikalata zopezeka m’sukulu zaukachenjedezi zokhudzana ndi njira ya TDG zomwe zakhala zikugwiritsidwa ntchito zaka khumi zapitazi zinatengedwanso ngati uthenga wofunika koposa. Kauniuniyu anatsalira njira yotchedwa ‘Archer’s (1995/1996) Morphogenesis/Status Framework’ yomwe imafotokozera momwe kusintha kumachitikira pena kulepherekera. Njira younikira ya Archer: yothandizira pofufuza momwe kayendetsedwe ka bungwe, chikhalidwe komanso anthu oyendetsa bungwe amathandizira poonetsera momwe TDG imakhalira inagwiritsidwa ntchito poyesera kumvetsa zochitika komanso zopezeka mu kafukufukuyu. Chimodzi mwa zotsatira za kafukufukuyu n’chakuti kagwiritsidwe ntchito ka TDG kamabwezeredwa m’mbuyo ndi momwe sukulu za ukachenjede ku South Africa zidapangidwira. Kusiyana kwa usiwa wa zipangizo m’sukuluzi kudapangitsa kuti njira ya TDG isaonetse zipatso kwenikweni. Mu zaka zoyambirira itangokhazikidwitsa (2007 - 2013), sukulu zambiri sizidagwiritse ntchito TDG polimbikitsa kaphunzitsidwe. M’malo mwake ndalama zankhaninkhani zidagwiritsidwa ntchito pa zomangamanga ndi kugulira zipangizo. Usiwa wa zipangizowu ulipobe ndipo ukusokoneza mbali ya maphunziro m’sukulu zokhudzidwazi. Kafukufukuyu anasonyezanso kuti sukulu zomwe zimalandira thandizo lowonjezera pa lomwe zimalandira ku boma zakhala zikuyesetsa kuthana ndi vuto lopereka mochedwa ndalama za mundondomeko ya TDG ndi dongosolo la m’mene ndalamazi zigwirire ntchito. Izi zinawachititsa kuti asapeze mavuto ambiri polimbikitsa ndondomeko za kaphunzitsidwe ndi kaphunziridwe pomwe ena amavutika nazo. Enawa n’kukhala sukulu zomwe sizimachita bwino, zomwenso thandizoli lidalunjika pa izo kuti zithandizike. Kafukufukuyu anasonyeza kuti kuchepa kwa aphunzitsi kudapsinja zochitika zokhudza njirayi. Sukulu zosachita bwino kuchokera kalezi zidavutika kupeza ndi kusunga ogwira ntchito ake. Izi zimakhala choncho kaamba ka zifukwa zosiyanasiyana monga komwe sukuluyo ili, malamulo a ntchito, kupanda ukadaulo kwa oyang’anira antchitowa, kutalikirana ndi njira zina zopezera ndalama komanso kusakhazikika kwa anthu m’maudindo. Zina zotulukanso mu mfundo zotoledwazi zinaulula kuti vuto lina lalikulu linali ogwira ntchito. Polimbikitsa njira ya TDG, zimatanthauza kuti aphunzitsi omwe azilembedwa azikhala osakhazikika pa sukuluzi kapena a kontarakiti. Izi zimatanthauza kuti maphunziro ndi luntha lawo zimayenera kukhala zochepera. Mwanjira ina, tikhonza kunena kuti ogwira ntchitoyi panalibe. Nthawi zina, kusinthasintha kwa ndondomeko zachuma madongosolo ena kusiyidwa kapena kuchitika mosalongosoka. Kafukufukuyu anasonyezanso kuti zambiri mwa mfundo zomwe zinayikidwa kuti zigwiritsidwe ntchito zinali zosathandiza kwenikweni polimbikitsa maphunzirowa. Ndipo komwe mfundozi zinakhazikitsidwa, zinali chabe kufotokozera zinthu zodziwika kale ndi kale zokhudza zomwe zingalimbikitse uphunzitsi. M’sukulu zambiri za ukachenjede, pali umboni wochepa wa mfundo zomwe zinaikidwiratu ndi cholinga chopititsa patsogolo uphunzitsiwu. Kusowa kwa ukadaulo pa maphunzirowa kunaonekanso makamaka m’madera monga a oyendetsa sukuluzi, oyang’ana za chuma, olongosola malo onse komanso oyang’anira antchito. Panalibe kugawana anthuwa mofanana. Izi zidakhudza kwambiri kalondolondo ndinso kayendetsedwe ka TDG. Kusowa kwa ndondomeko zabwino ndi malamulo okhazikika kunalimbikitsa chikhalidwe cha chinyengo ndi kusatsatira mfundo za mundondomekoyi popereka utsogoleri ndi umwini ndiye unali wofunika polimbikitsa ndondomekoyi. Madongosolo otere anathandiza kuti sukulu zigwiritse ntchito njira ya TDG ndipo pena ndalama mamiliyoni zibwezedwe. Kafukufukuyu anaonetsa kuti kulephera kwa sukulu zina kugwiritsa ntchito ndalama kunachitika kaamba kosazindikira malire a chaka cha DHET ndi chaka cha maphunziro. Ngakhale njira ya TDG yathandizako kagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira, kafukufukuyu wasonyeza kuti mavuto omwe anaoneka mu ndondomeko ya TDG aphimba ubwino wake. Monga, m’chitidwe wobweza ndalama zosagwira ntchito unalunjika pa kulephera kugwiritsa ntchito ndalama zonse osati pa ubale pakati pa kayendetsedwe ka bungwe, chikhalidwe ndinso anthu oyendetsa bungwe. Ndalama zotsarazi zinalowetsedwa ku zitukuko zina ndi boma. Koma poti sukulu zonse za ukachenjede kuphatikizapo HAI zinapeza mwayi wa ndalamazi, izi zimabweretsa kulowa pansi kwa dongosolo la TDG. Kulephera mu DHET kutsogolera, kuyendetsa ndi kulondoloza thandizo kwadzetsanso mavuto pa kagwiritsidwe ntchito kake ngakhalenso kutumizidwa kwa katswiri pa kaphunzitsidwe kunaoneka ngati kofunika kosathandiza kwenikweni chifukwa kudali kwa nthawi yochepa. Zotsatira za kafukufukuyu (zokhudza maphunziro a ukachenjede ku South Africa) ndi zofunika kwambiri makamaka nthawi ino pomwe TDG pamodzi ndi RDG (Research Development Grant) zikhale kuunikiridwanso ndi kupanga thandizo latsopano lotchedwa University Capacity Development Grant kuyambira m’chaka cha 2018. Kafukufukuyu waunika mozama kayendetsedwe, chikhalidwe komanso oyendetsa zithandizo komanso mavuto kuti thandizo latsopanoli likathe kubweretsa kusintha. Zotsatirazi zaunikiranso kayendetsedwe ka zithandizo zina zomwe zikufuna kuchitika.
- Full Text:
- Date Issued: 2018
- Authors: Moyo, Mtheto Temwa
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa , Government aid to higher education -- South Africa , Education, Higher -- South Africa -- Evaluation , Education, Higher -- Social aspects -- South Africa , Educational leadership -- South Africa , Educational equalization -- South Africa , Education, Higher -- Economic aspects -- South Africa , Teaching Development Grant (South Africa)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62225 , vital:28141
- Description: The South African government has attempted to address various transformation and efficiency challenges in the system through the steering mechanisms at its disposal. This study analyses the implementation of one of these mechanisms, the Teaching Development Grant (TDG), which is designed to enhance student learning through the improvement of teaching and teaching resources at South African universities. Since the inception as an earmarked grant ten years ago, a total of R5.5 billion has been allocated for the TDG. The study thus sought to answer the question: What are the factors enabling and constraining the use of the TDG to enhance teaching and student success at South African universities? A total of 275 TDG progress reports and budget plans were analysed alongside other TDG documentation such as TDG payment letters to universities and institutional submissions that universities made on the use of the TDG for the 2008 TDG Review. The TDG criteria and policy over the years were also included as data. The analysis used Archer’s (1995; 1996) morphogenesis/stasis framework, which is concerned with how change does or does not happen over time. Archer’s analytical dualism was used to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of and practices associated with TDGs in order to make sense of the events and experiences in the data. One of the main findings of the study was that the historically-based differentiated nature of the South African higher education landscape constrained the implementation of the TDG. The stark resource differences in the sector has meant that the TDG has not fully translated into system-wide gains. In the initial years of TDG implementation from 2004 to 2013, most institutions did not use the TDG for teaching development initiatives per se, but rather spent the bulk of the funds on infrastructure and equipment. Such resource gaps have persisted and continue to compromise the academic enterprise at affected universities. The data also showed that universities which have access to additional funding other than state funding have been able to augment and advance their own funds and were thus able to at least partially counter late payments of the TDG, fluctuations in allocations, and the short-term nature of TDG budgets and inadequate allocations. This enabled relatively straightforward implementation of the teaching and learning enhancement programmes at these universities, while there were ongoing implementation difficulties at the universities with the lowest success rates, the very institutions the grant was most targeted to address. The study showed that the shortage of appropriate teaching and learning staff constrained the nature and type of interventions. Historically Disadvantaged Institutions in particular struggled to attract and retain the much-needed expertise. This emerged from multiple structural constraints such as geographical location, conditions of work, inefficient human resources systems, lack of access to financial resources for competitive packages, and instability in governance and management structures at some universities. Emerging from the data in the study is the fact that staffing challenges remain one of the core constraints in the implementation of the TDG. In particular, the data indicated that teaching and learning staff hired on the basis of TDG funds were generally hired as part-time or contract staff. This meant that their academic qualifications and experience in teaching development were limited and, in many cases, it meant that the posts were not filled at all. In some cases, the fluctuating budgets meant that some projects had to be downscaled or abandoned altogether. The study found that many of the interventions that were implemented had tenuous links to teaching and learning and, even where there were such links, these interventions were often based on fairly a-theoretical, common-sense understandings of what would develop teaching. In many universities, there was little evidence of institution-level planning of interventions aimed at fundamentally addressing the need for teaching development. The limited access to teaching and learning expertise across the sector was mirrored in the uneven distribution of expertise in administration, financial management, institutional planning and human resource divisions, which had implications for the establishment of monitoring systems and implementation processes of the TDG. The lack of strong systems and policies encouraged cultures that did not value transparency, accountability or compliance to the TDG policy. The role of corporate agency in the form of leadership and ownership of projects emerged as a key enabler in the implementation of the TDG. All of these structures shaped the ability of institutions to spend the TDG and in some cases millions of Rands in funds were not spent and so were withheld. The study found that the inability of some universities to spend was exacerbated by the problem of a lack of alignment between the DHET financial year and the academic year. Although the TDG has made a notable contribution to the advancement of teaching and learning (T&L) nationally, this study revealed that the blunt implementation of the TDG across the sector constrained the gains. In particular, the practice of withholding unspent funds focused only on the symptoms of underspending and not on the structural, cultural and agential mechanisms that led to such under-expenditure. The withheld funds were redirected by the government for national projects but as all universities including the well-resourced Historically Advantaged Institutions (HAIs) had access to these withheld funds this translated into a regressive distribution of the TDG. Limited capacity within DHET to direct, manage and monitor the grants has also had a constraining effect on their use and the secondment of a teaching and learning expert to the department was seen to be a significant but short-term enablement in this regard. The findings of how the TDG implementation has emerged in the South African higher education sector are particularly important at this point in time as the TDG together with the Research Development Grant will be reconfigured into a new grant called the University Capacity Development Grant as from 2018. This study provides significant insights into the structural, cultural, and agential enablements and constraints of this new grant being able to drive changes in the sector. The findings also provide insights into the implementation of other earmarked grants. , Boma la South Africa layesera kuthetsa mavuto omwe amadza posintha ndi kulongosola zinthu kudzera mu njira zosiyanasiyana. Kafukufukuyu akuunikira imodzi mwa njirazi yotchedwa Teaching Development Grant (TDG) yomwe inakonzedwa polimbikitsa maphunziro kudzera mukagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira za makono m’sukulu za ukachenjede ku South Africa. Ndalama zapafupifupi R5.5 billion ndi zomwe zaperekedwa kuti zigwiritsidwe nchito mu ndondomekoyi kuchokera pa nthawi yomwe inakhazikitsidwa; zaka khumi zapitazo. Kafukufukuyu anayesera kuyankha funso loti: Ndi zinthu ziti zomwe zimalimbikitsa kapena kubwezeretsa m’mbuyo kagwiritsidwe ntchito ka (TDG) polimbikitsa kuchita bwino kwa aphunzitsi ndi ophunzira m’sukulu za ukachenjede? Zikalata zosonyeza makhonzedwe a ophunzira, ndondomeko za kayendetseredwe ka chuma, zikalata za malipiridwe ndi zikalata zopezeka m’sukulu zaukachenjedezi zokhudzana ndi njira ya TDG zomwe zakhala zikugwiritsidwa ntchito zaka khumi zapitazi zinatengedwanso ngati uthenga wofunika koposa. Kauniuniyu anatsalira njira yotchedwa ‘Archer’s (1995/1996) Morphogenesis/Status Framework’ yomwe imafotokozera momwe kusintha kumachitikira pena kulepherekera. Njira younikira ya Archer: yothandizira pofufuza momwe kayendetsedwe ka bungwe, chikhalidwe komanso anthu oyendetsa bungwe amathandizira poonetsera momwe TDG imakhalira inagwiritsidwa ntchito poyesera kumvetsa zochitika komanso zopezeka mu kafukufukuyu. Chimodzi mwa zotsatira za kafukufukuyu n’chakuti kagwiritsidwe ntchito ka TDG kamabwezeredwa m’mbuyo ndi momwe sukulu za ukachenjede ku South Africa zidapangidwira. Kusiyana kwa usiwa wa zipangizo m’sukuluzi kudapangitsa kuti njira ya TDG isaonetse zipatso kwenikweni. Mu zaka zoyambirira itangokhazikidwitsa (2007 - 2013), sukulu zambiri sizidagwiritse ntchito TDG polimbikitsa kaphunzitsidwe. M’malo mwake ndalama zankhaninkhani zidagwiritsidwa ntchito pa zomangamanga ndi kugulira zipangizo. Usiwa wa zipangizowu ulipobe ndipo ukusokoneza mbali ya maphunziro m’sukulu zokhudzidwazi. Kafukufukuyu anasonyezanso kuti sukulu zomwe zimalandira thandizo lowonjezera pa lomwe zimalandira ku boma zakhala zikuyesetsa kuthana ndi vuto lopereka mochedwa ndalama za mundondomeko ya TDG ndi dongosolo la m’mene ndalamazi zigwirire ntchito. Izi zinawachititsa kuti asapeze mavuto ambiri polimbikitsa ndondomeko za kaphunzitsidwe ndi kaphunziridwe pomwe ena amavutika nazo. Enawa n’kukhala sukulu zomwe sizimachita bwino, zomwenso thandizoli lidalunjika pa izo kuti zithandizike. Kafukufukuyu anasonyeza kuti kuchepa kwa aphunzitsi kudapsinja zochitika zokhudza njirayi. Sukulu zosachita bwino kuchokera kalezi zidavutika kupeza ndi kusunga ogwira ntchito ake. Izi zimakhala choncho kaamba ka zifukwa zosiyanasiyana monga komwe sukuluyo ili, malamulo a ntchito, kupanda ukadaulo kwa oyang’anira antchitowa, kutalikirana ndi njira zina zopezera ndalama komanso kusakhazikika kwa anthu m’maudindo. Zina zotulukanso mu mfundo zotoledwazi zinaulula kuti vuto lina lalikulu linali ogwira ntchito. Polimbikitsa njira ya TDG, zimatanthauza kuti aphunzitsi omwe azilembedwa azikhala osakhazikika pa sukuluzi kapena a kontarakiti. Izi zimatanthauza kuti maphunziro ndi luntha lawo zimayenera kukhala zochepera. Mwanjira ina, tikhonza kunena kuti ogwira ntchitoyi panalibe. Nthawi zina, kusinthasintha kwa ndondomeko zachuma madongosolo ena kusiyidwa kapena kuchitika mosalongosoka. Kafukufukuyu anasonyezanso kuti zambiri mwa mfundo zomwe zinayikidwa kuti zigwiritsidwe ntchito zinali zosathandiza kwenikweni polimbikitsa maphunzirowa. Ndipo komwe mfundozi zinakhazikitsidwa, zinali chabe kufotokozera zinthu zodziwika kale ndi kale zokhudza zomwe zingalimbikitse uphunzitsi. M’sukulu zambiri za ukachenjede, pali umboni wochepa wa mfundo zomwe zinaikidwiratu ndi cholinga chopititsa patsogolo uphunzitsiwu. Kusowa kwa ukadaulo pa maphunzirowa kunaonekanso makamaka m’madera monga a oyendetsa sukuluzi, oyang’ana za chuma, olongosola malo onse komanso oyang’anira antchito. Panalibe kugawana anthuwa mofanana. Izi zidakhudza kwambiri kalondolondo ndinso kayendetsedwe ka TDG. Kusowa kwa ndondomeko zabwino ndi malamulo okhazikika kunalimbikitsa chikhalidwe cha chinyengo ndi kusatsatira mfundo za mundondomekoyi popereka utsogoleri ndi umwini ndiye unali wofunika polimbikitsa ndondomekoyi. Madongosolo otere anathandiza kuti sukulu zigwiritse ntchito njira ya TDG ndipo pena ndalama mamiliyoni zibwezedwe. Kafukufukuyu anaonetsa kuti kulephera kwa sukulu zina kugwiritsa ntchito ndalama kunachitika kaamba kosazindikira malire a chaka cha DHET ndi chaka cha maphunziro. Ngakhale njira ya TDG yathandizako kagwiritsidwe ntchito ka zipangizo zophunzitsira ndi zophunzirira, kafukufukuyu wasonyeza kuti mavuto omwe anaoneka mu ndondomeko ya TDG aphimba ubwino wake. Monga, m’chitidwe wobweza ndalama zosagwira ntchito unalunjika pa kulephera kugwiritsa ntchito ndalama zonse osati pa ubale pakati pa kayendetsedwe ka bungwe, chikhalidwe ndinso anthu oyendetsa bungwe. Ndalama zotsarazi zinalowetsedwa ku zitukuko zina ndi boma. Koma poti sukulu zonse za ukachenjede kuphatikizapo HAI zinapeza mwayi wa ndalamazi, izi zimabweretsa kulowa pansi kwa dongosolo la TDG. Kulephera mu DHET kutsogolera, kuyendetsa ndi kulondoloza thandizo kwadzetsanso mavuto pa kagwiritsidwe ntchito kake ngakhalenso kutumizidwa kwa katswiri pa kaphunzitsidwe kunaoneka ngati kofunika kosathandiza kwenikweni chifukwa kudali kwa nthawi yochepa. Zotsatira za kafukufukuyu (zokhudza maphunziro a ukachenjede ku South Africa) ndi zofunika kwambiri makamaka nthawi ino pomwe TDG pamodzi ndi RDG (Research Development Grant) zikhale kuunikiridwanso ndi kupanga thandizo latsopano lotchedwa University Capacity Development Grant kuyambira m’chaka cha 2018. Kafukufukuyu waunika mozama kayendetsedwe, chikhalidwe komanso oyendetsa zithandizo komanso mavuto kuti thandizo latsopanoli likathe kubweretsa kusintha. Zotsatirazi zaunikiranso kayendetsedwe ka zithandizo zina zomwe zikufuna kuchitika.
- Full Text:
- Date Issued: 2018
Traditional leaders in post-1996 South Africa, with particular reference to the Eastern Cape
- De Sas Kropiwnicki, Zosa Olenka
- Authors: De Sas Kropiwnicki, Zosa Olenka
- Date: 2002
- Subjects: Tribal government -- South Africa -- Eastern Cape , Political leadership -- South Africa -- Eastern Cape , South Africa -- Politics and government
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2857 , http://hdl.handle.net/10962/d1007479 , Tribal government -- South Africa -- Eastern Cape , Political leadership -- South Africa -- Eastern Cape , South Africa -- Politics and government
- Description: The failure of democracy in Africa can be partially attributed to the Eurocentric assumptions that belie Western recommendations for Africa. This thesis focuses on the failure of the modernisation school to account for the resiliency of tradition in the modern African state, which is described by Sklar (1991) as amounting to a form of 'mixed government', combining the traditional with the modern to create a uniquely African form of governance. This notion of a 'mixed government' is addressed from the vantage point of traditional leaders in the Eastern Cape. It maps the vacillating relationship between the chiefs, the people and the government through colonialism, Apartheid and democratisation. It concludes that although the Eastern Cape provincial government has subordinated the chiefs, this does not signify a victory for modernity over tradition because the chiefs are not a spent force. History has shown that when the government fails to act in the interests of the people, they seek an alternative authority namely, the chiefs. The ANC government's centralising tendencies have negative implications for democracy and consequently for the people. This opens up space for the chiefs to assert themselves provided they play an active role in furthering democracy, development and modernisation in the interests of the people. Hence, although ' mixed' government in the post-1996 South Africa is currently on the ANC's terms, traditional leaders may someday play a vital role in the modern democratic state.
- Full Text:
- Date Issued: 2002
- Authors: De Sas Kropiwnicki, Zosa Olenka
- Date: 2002
- Subjects: Tribal government -- South Africa -- Eastern Cape , Political leadership -- South Africa -- Eastern Cape , South Africa -- Politics and government
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2857 , http://hdl.handle.net/10962/d1007479 , Tribal government -- South Africa -- Eastern Cape , Political leadership -- South Africa -- Eastern Cape , South Africa -- Politics and government
- Description: The failure of democracy in Africa can be partially attributed to the Eurocentric assumptions that belie Western recommendations for Africa. This thesis focuses on the failure of the modernisation school to account for the resiliency of tradition in the modern African state, which is described by Sklar (1991) as amounting to a form of 'mixed government', combining the traditional with the modern to create a uniquely African form of governance. This notion of a 'mixed government' is addressed from the vantage point of traditional leaders in the Eastern Cape. It maps the vacillating relationship between the chiefs, the people and the government through colonialism, Apartheid and democratisation. It concludes that although the Eastern Cape provincial government has subordinated the chiefs, this does not signify a victory for modernity over tradition because the chiefs are not a spent force. History has shown that when the government fails to act in the interests of the people, they seek an alternative authority namely, the chiefs. The ANC government's centralising tendencies have negative implications for democracy and consequently for the people. This opens up space for the chiefs to assert themselves provided they play an active role in furthering democracy, development and modernisation in the interests of the people. Hence, although ' mixed' government in the post-1996 South Africa is currently on the ANC's terms, traditional leaders may someday play a vital role in the modern democratic state.
- Full Text:
- Date Issued: 2002
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